001Well, hello Missy. Okay, put myself back on. Welcome, Rod. Just a reminder out there that we are currently broadcasting on the YouTube channel. >> Thank you. >> What about the dog? >> I don't mind the dog. >> She starts to bark in the middle of your talking when you say hello everyone. You got to keep yourself muted then. And I'm going to keep telling you, mute yourself. Mute yourself. >> Is your phone off, R? >> No. >> Welcome, Will. Just a reminder that we are uh right now live on YouTube. We're streaming. >> Thank you. Can I do an audio check? Hello. Good evening, everyone there. >> Hey, Paul. >> Thank you, James. Appreciate that. Hello. >> Hello, Jess. Hey, just a friendly reminder that we are broadcasting on YouTube right now. >> Okay, thank
002you. Just wanted to make sure the microphone was working. All right. We've got your loud and clear. Director Harden, good evening. How are you living the dream, Paul? Living the dream. How about yourself? You ready? It's big day. >> Absolutely. Good. Only good news tonight. Only good news for the most part. >> Rainbow's sunshine. I like it. We'll call it measured good news. Uh but no bad This All right. Well, it's 6 o'clock, folks. Um, and now it's being recorded. I think we got enough people. We have a quorum. So, I would like to call to order the meeting of the Centennial School District Budget Committee. Um, it is Wednesday, April 23rd, 2026 at 6:00 p.m. And I will call for a motion to accept the for the agenda tonight. >> And budget chair Harden,
003would you like me to project the agenda for everyone? Oh yeah, that'd be great. Since you're already sharing, can I have a motion to approve the agenda? >> Motion to approve the agenda as presented. >> Second. >> Thank you. All those in favor say I. >> I. >> All right. All those opposed. Okay. Great. Let's get to business. Okay. So, item 1.2, we need to elect uh a budget committee chair for this upcoming year. And I will open the floor for nominations. >> Chair Harden, I nominate you to continue as our chair of the budget committee this year. >> All right. Thank you. Any other nominations for chair? Okay. Hearing none, we'll have a vote. All those in favor of Jazz Harden continuing as the budget committee chair say I. >> I I. All those
004opposed. Okay. Hearing none. Uh thank you for the vote of confidence. I will continue as the budget committee chair for this upcoming year. Okay. Moving on to item 1.3 election of budget committee vice chair. I'll open the floor for nominations. Chair Harden. >> Uhhuh. >> I nominate Michael Newman as vice chair of the budget committee. >> All right. And I will nominate Karen Wolfgang for vice chair of the budget committee. >> All right. Any other nominations? Oh. Um, I'm just uh just curious. Michael, are you super interested in vice chair? >> Super interested. Um, no. I'm not opposed either. So, >> okay. Well, if you're if you're willing, I mean, I it would be it'd be great to have it be, you know, simple. I like having multiple candidates, but um you know, I have
005a lot on my plate. So, uh if if you're willing, I would love to kind of second your nomination. Um but I I am willing um you know, if if needed uh at some point, but I love that you're you're you're ready for it right now. >> All right. Yeah, that's uh that's fine with me. >> All right. Thank you, Karen. Thank you, Michael. Uh we'll take it to a vote. All those in favor of Michael Newman being nominate being elected as the vice chair of the budget committee say I. >> I. >> All right. Congratulations, Michael Newman. You're the vice chair. >> Bravo. Uh thank you very much, everyone. Uh, moving on to item 2.0 on the agenda, we have our 2026 2027 budget message. This will be coming from Superintendent Owens and Director
006Sutherton. All right. And thank you, Chair Harden. Can I get a thumb up if people can see the presentation on Okay. Thank you. All right. Thank you for being here tonight and dedicating your time to this uh endeavor and for your engagement with the Centennial School District budget process as we develop the budget for the 26 27 school year. The presentation that Director Sutherton and I will provide tonight accompanies the proposed budget which will be presented this evening and will be available on the district's website in the business services section. The actual executive summary from which this presentation is drawn is several pages in length and we encourage you to read that after this meeting. This presentation will highlight some key points from that executive summary. As you can see, I will start with an
007overview of the budget. Then, Director Sutherton will walk through the development process of the draft budget. The proposed budget for 2627 represents the financial and instructional goals set by the school board, budget committee members, staff, community, and our students. This budget maintains the district's instructional and operational structures while continuing to align resources to roadmap 27. This presentation will focus on our current financial landscape including revenue sources and anticipated expenses. In addition to outlining the changes in our financial condition, we will highlight how our fiscal priorities and the proposed budget align to roadmap 27. Our commitment to maintaining strong academic programming and continuing to improve student outcomes remains a central focus as we navigate current financial conditions. As we enter the second year of the bianium, state funding levels are known and we continue to plan
008based on those allocations. Prudent fiscal management in recent years has bolstered our ending fund balance, providing a foundation for stability as we navigate ongoing financial pressures. Like many districts across the state, the cost to maintain current services exceeds anticipated revenue. Careful stewardship of resources remains essential as we continue this work. Based on updated projections, Centennial has identified a budget gap of approximately 3.5 million or approximately 4% of the general fund. The district has planned for a measured use of reserves to maintain continuity of services in the near term. At the same time, the gap between the current level of service and the cost to provide those services requires ongoing monitoring and long-term planning. Centennial strategic plan was developed through a monthslong process during the 2012223 school year. The plan serves as a roadmap for our
009system aligning stakeholders around shared priorities and a common direction for our work. As part of that process, the district commissioned an equity audit to better understand access, opportunity, and outcomes and to identify areas for improvement. This work helped define our long-term goals and priorities, including our profile of a Centennial graduate, which outlines the knowledge and skills we want every student to develop. We will continue to highlight how the proposed budget supports roadmap 27 throughout this presentation. The state school fund is the primary revenue source for schools in Oregon. It's funded on a two-year cycle known as a bianium. As we enter the second year of the bianium, the state school fund allocation has been established. While this represents a 6.4% 4% increase in the state school fund in 2026 27 overall due to declining enrollment.
010Centennial can expect only a 4.3% increase in revenue. As I mentioned earlier, Centennial expenses continue to exceed revenues. Through thoughtful planning, as I mentioned before, the district has strengthened its ending fund balance, which provides us stability as we navigate current financial conditions while maintaining academic programming and student supports. Centennial has incorporated a planned fund balance spend down into its budget formula. This proposed budget reflects a continued effort to manage that gap responsibly. As previously mentioned, our key cost driver as an organization is personnel. Education by its nature is a people business. So naturally, the majority of a district's expenses are incurred in compensating the people who work with and support our students on a daily basis. Ongoing increases in wages, benefits, and related costs continue to place upward pressure on the district's budget. Further, Centennial
011continues to serve a significant number of students who require specialized services, including out of district placements. To help manage these costs, the district insourced three classrooms, resulting in an estimated savings of $750,000. These efforts help manage costs through overall service needs. Um, though overall service needs remain significant. Following years of declining enrollment and financial strain, the district faced significant funding challenges in 2020. In response, the uh board of education in collaboration with the budget committee established a fund balance policy during the 202021 school year to restore fiscal stability. Through strategic planning and asset management, the district strengthened its financial position over time. Now, after five years of focused efforts and collective support of the board, budget committee, and district staff, Centennial's reserves are stable and sufficient to navigate short-term funding uncertainties. Maintaining the stability requires
012continued diligence and responsible fiscal oversight. This speaks to the importance of sustainable budgeting practices over time. Now, we'll shift into our budget overview. I'll address the first bullet which is the budget priorities developed by the schoolboard budget committee and administration. Director Sutherton will take the subsequent topics which include the current financial position of the district, our funding outlook and our draft budget highlights. Our priorities are connected with roadmap 27 and the priorities established by the budget committee. As we move through the next two slides, you'll see full roadmap 27, the full roadmap 27 framework, including the five goals for student success and our four supporting pillars that guide our work. These priorities are reflected in how resources are allocated across the district. All relevant funding sources, including grants and student success act funds, are aligned
013to support these priorities. Director Sutherton will highlight specific examples of how these connections show up in a proposed budget during his portion of the presentation. On this slide, you'll see the five goals for student success, which are goal one, building a strong foundation prek to three. Goal two, supporting every student's well-being and inclusion. Goal three, centering student voice, empowerment, and leadership. Goal four, ensuring equitable access to highquality academics. And goal five, preparing every student for their future. On this slide, you'll see the four pillars describing the capabilities we will develop to achieve these goals. I know there's a lot of words, but I'm focused on the colorful headers that are there. These are culturally responsive, student- centered teaching and learning, collaboration with families and community, professional learning, growth and wellness, and comprehensive systems of excellence.
014Finally, the budget committee further directed the administration to include the following priorities, which director Sutherton will speak to momentarily. And on the screen you'll see that's maintaining community use of facilities after hours and weekend access to buildings and the newer gyms and maintaining co-curricular activities, music, arts, clubs, athletics, and increasing opportunities to elevate student voice and leadership. With that, I'll pause for any questions before turning it over to Director Sutherton to walk us through the district's current financial position. Alrighty. Thank you, James. I want uh as usual, I want to make sure everyone here's uh has an opportunity to ask question. So, I'll just kind of go through a roll call uh to see if anyone has questions. Um we'll start with Director Lynn. Did you have any questions? >> No, not at this time.
015Thank you. >> Thank you. Um Seoia, did you have any questions? No questions at this time. Thank you. >> Thank you. Uh Karen, did you have any questions? >> Nope, not at this time. Thank >> you. Uh Michael Newman, did you have any questions? >> Uh no questions at this time. >> Thank you. Uh and Janette, did you have any questions? >> No questions at this time. Right. Thank you. Uh Rudy, did you have any questions? >> No questions at this time. >> All right. Um Director Shields, did you have any questions? >> I'm good. Thank you. >> Uh Director Salowski, did you have any questions? >> No, thank you. >> All right. Uh Director Moing, did you have any questions? >> No, this time. Thank you. >> Thank you. And Rod, did you have
016any questions? >> Only a quick question to remember about the use of the facilities and to uh uh ask the administration whether they have set up a programs, a healthy enough programs that it it draws in people to that one thing that the uh that the budget committee pointed out uh when we met earlier. >> Thank you, Director Bcher. I'll defer the question to director Sutherton. >> Yeah, excellent question. Thank you so much. Uh we've connected with numerous partners on use of facilities and continue to do so on a regular basis. I think the uh best example of that over the past year and we hope will continue is through Emopi um through the city of Gresham and East County partnerships. They work with numerous organizations, one of them being playrow learn uh and other
017uh organizations. Um, and so we provided an inventory of spaces that are available, times that they were available at no cost because they were already staffed by the district and custodians. And we see good utilization of that. Uh, just received a request uh, today, as a matter of fact, for BO basketball camp that's going to occur at the Patrick Lynch gym if it's approved on May 9th and 10th uh, coming up next month. So absolutely we continue to uh focus on that and providing those opportunities for communities and partners. >> Thank you. >> Yeah, great question. Thank you. >> Thank you, Rod. I do not have any questions. Um so with that, we will continue on with the presentation. >> Thank you, Chair Harden. When we'll have Director Sutherton take it away. >> Perfect. And
018if I can get a thumbs up that my screen is being displayed, that'd be great. Thank you so much. All right, we will jump into the presentation of the 2026 2027 proposed budget. Uh proposed because at this step we are just presenting it to the committee is not uh being considered for approval this evening. Uh we will or I will be going over the general fund, major special funds and short-term funds within the budget. So thinking about the budget is a composition of various activities, allowable uses and funds. Uh the general fund makes up the majority of the funding that the district receives and it's the foundation or core for all district activities. Special funds are focused on specific activities or needs as identified uh by those funds and the source of those revenues. And
019then short-term funds are really focused or limited interventions. You can think about ESER funds which have now sunsetted or some of our uh student investment account specialt targeted uh uh support grants that have a very limited duration and I'll be reviewing these in greater detail in the coming slides. So the general fund providing the core or foundation support of all district activities. So general fund supports every single um activity to some extent in the district that happens. It is largely uh v a variable fund. Uh it's based almost entirely on the average daily membership otherwise known as ADM or average daily enrollment and a limited uh additional support for specific needs of students um such as students experiencing disabilities or students identified as English language learners. combined the membership with and these additional weights for
020specialized circumstances are um the ADMW known as the ADMW or average daily membership weighted. It's largely comprised of resources from local property taxes and the district state school fund formula allocation. The general fund as I said previously funds the majority of positions in the district. So if you think about our activities and the various uh wonderful staff members and the roles that they play in our district, uh this includes teachers, educational assistants or pair of professionals, support staff, principles. Uh it's focused not only on general education but also special education, student wellness, co-curricular activities, training, professional development, operational activities such as bus drivers, custodians, maintenance, IT, and again it provides the the core programs that support all students. And as Superintendent Owen shared previously, it's not meeting the needs of our students. It's not sufficient
021to meet the needs of our students. uh and requires us to depend on special funds, grants, and uh savings or ending fund balance to continue the services. The general fund resources that are expected for the next school year 2026 to 2027 is based again on our forecasted enrollment, weighted enrollment of 6,755. This represents a 100 fewer students and 145 fewer weights than we uh have enrolled in the current year. That continues our declining enrollment that we've seen year-over-year in the district and other districts in Oregon and indeed nationally have experienced. Um, speaking with several consultants over the past month, our declining enrollment, while being a 100 students is actually better than a lot of what our neighbors and regional districts are experiencing, it's largely driven by declining birth rates and other uh factors that are
022outside of the district's control. General fund revenue expected for uh next school year is forecasted at 84.95 million. Uh and we have a bit of an updated forecast for this year at 82 million. Uh that was previously shared at the work session as well. And it's largely based on a slightly higher amount of per student funding uh than was forecast and and expected. Major expense for next year include increases of employee employee salary costs otherwise known as rollup costs. These are the costs of providing the same number of positions, having the same number of positions and the same number of services for next year that we have this year, just the increased cost for those positions, which includes step increases for those that are eligible and cost of living adjustments representing 2.17 million overall for
023the general fund alone. That's not inclusive of all funds. That's just the general fund. We're also seeing rising health care costs. Uh and then PERS is a factor of salaries. So when salaries are increased, PERS costs are increased. Overall, the expected expenses for the general fund next year are 88.5 million with revenue as previously shared of 84.95 million. This mismatch of expenses being greater than revenue results in a negative financial impact or deficit next year of just over 3.5 million. We are fortunate to have managed resources responsibly over recent years which is allowing us to uh maintain current sub uh service levels and avoid drastic cuts such as those observed in neighboring districts uh through the use of ending fund balance. uh and this is part of our plan spendown of our fund balance. So
024it is in line with expectations that we've previously shared with the budget committee and with the board. However, as Superintendent Owens knows and and is widely known, deficits are not sustainable on over time. They do compound and grow. So we do have to carefully manage this and uh school districts across the state really need the state legislature to uh fund us at an adequate level that supports all students and supports what we see on an annual basis of increased cost to maintain current service levels. Hopefully, we will have some opportunities for some shared advocacy over the coming legislative session to uh receive adequate state school funding uh so that we don't have to have continued deficits nor reduce services in future years. Switching to the special funds. Uh so these are in the budget book.
025We'll go through that uh in the coming slide here. They're on pages 60 through 115 of the budget book. These are sections 2700 of the funds uh sections. These funds are restricted for specific purposes and allowable uses. So they are more restricted than the general fund. They are often for specific activities that are targeted for uh specific student groups, outcomes or needs. uh they often have a specific timeline for utilization such as an annual allocation or a bianium allocation. Uh if we don't use them, they are then returned or expire. U there's limited often limited carryover opportunities from year to year. So as I said often known as use it or lose it funds. Uh they support specialized programs andor functions such as the classroom improvement fund, high school success, otherwise known as measure 98,
026the student success act or student investment account, title funds, debt service funds, and risk management funds are all examples of these special funds that are reserved for specific operations uses or needs. Our primary special revenue fund or grant, the largest recurring on an annual basis uh individually is the student investment account, part of the student success act. Uh the allocation for Centennial School District next year is anticipated to be $6.1 million. The student investment account uh funds all activities around Centennial Virtual Academy to support students who prefer a non-traditional learning environment. It also funds a learning specialist position, several learning specialist positions and numerous educational assistant positions for special classrooms. It supports assistant principles to provide support at targeted schools with high needs and high absenteeism and high enrollment. Uh it also supports social workers
027and mental health supports. An additional counselor to improve ratios and address high need areas. updated curriculum to support instruction and enhance co-curricular activities and student leadership activities at both Oliver and Centennial Middle School. It additionally also has a position supporting English language learners. Another major fund within the special revenue funds or special fund section is the high school success or measure 98 act. Centennial expects to receive just under $2 million for next school year. This is a restricted grant fund supporting career and technical education programs, college level education opportunities, and dropout prevention. It funds numerous positions supporting those activities as listed here. And it also supports uh placements or slots spaces for Centennial or for uh Cal the center for advanced learning which is the partnership with Gresian Barllo Reynolds school district and Centennial which
028offers career uh tracks for students at the high school level. The classroom improvement fund was approved by the school board uh in a previous year. It's funding dedicated to improving the learning spaces, classrooms and other spaces within Centennial Schools where students spend this most time investing in their learning environment and supporting a better learning environment. Uh replacing furniture, improving facilities, improving lighting, flooring, cabinetry, etc. In the proposed budget, uh there is support or funding to do construction activities at Powview Elementary School this summer. It will be improving 10 classrooms and the school media center with new windows, casework, flooring, cabinets, sinks, drinking faucets, as well as electrical upgrades for the building. This is a rendering of the previous summer's uh classroom improvement funds at Patrick Lynch showing a music room and classrooms. This is now
029our standard uh setup for our elementary school classrooms and improving the learning environment uh across all elementary schools is ultimately the goal. Title funds are another example. The final allocation is yet to be determined for 2627. Uh we do anticipate some minor reductions based on declining enrollment but overall at this point in time we expect funding to remain fairly stable. uh title generally funds many activities but the the largest being funding reading specialists uh as well and then we do professional development for teachers uh language instructions for English language learners and enrichments program so is partially funded through title funding short-term or focused intervention funds uh we don't always have these in the budget but we have in recent years. Examples of those that you'll see in the proposed budget are the Latino AX and
030indigenous student success plan grants providing student and family classes, training and affinity spaces, student and community engagement specialist, and supporting family resource needs. We also received the Native Hawaiian Pacific Islander Student Success Grant to increase culturally specific partnerships, providing student affinity spaces and leadership opportunities, and increase staff capacity and support for specific student groups. I'll now be calling out and highlighting the major financial changes from the 2526 budget to the 2627 budget. I'll also be sharing this presentation so you'll be able to refer back to it as you turn through the different pages and look through the document in greater detail. The major financial changes that you'll observe in the proposed budget that the administration is proposing this evening are the uh previously discussed across the board cost of living increases and service steps. You'll
031find those throughout the budget in every salary and um object code that are related to salaries and extra time uh across the board. 1.78 PERS reduction you'll observe in the budget as well. You'll see that's highlighted and underlined. It's rare that we see a reduction. Uh you'll recall for those of you that previously served on the budget committee last year that there was an anticipated 1.78 or nearly 2% increase in our BRS assessment and cost. Uh due to some welcome uh but late intervention by the legislation uh session last year uh there was one-time action taken to um not have that increase go through. Unfortunately, that that legislative action occurred after the budget was already prepared. So, the previous budget uh included that increase in it. Now, we're just backing that out for this year.
032Uh that is a one-time event. We have been uh advised that FERS will increase by two to 3% in the next benium. Uh it is dependent on performance of the fund. So, uh, that number has not been finalized and we would again welcome intervention to hold harmless school districts, um, should that should that funding shortage occur. Uh, you'll observe 3.0 FTE or three full-time position equivalents for those that are not familiar with the FTE acronym. Uh, at the elementary level, those are three additional general education teaching positions from the previous budget. That's on page six. 1.5 additional positions at the high school level is can be observed on page nine of the budget document. 1.0 athletic trainer position in lie of outsourcing or contracting those services uh can be observed on page 10 of the
033proposed budget and then continuing some midyear uh position additions that we made for special education. So with the savings from the PERS adjustment, the biggest identified need was additional support for special education. And so there were some mid-year positions added uh this year uh because we saved that the PERS expenses and those are observed on page 12 and 16. We're continuing proposing continuing those for next school year as they are still needed and we do have that savings from the first uh reduction. uh there are a transfer of some staff and s software expenses between the general fund and now the summer learning grant. So you'll observe that financial change on page 21 of the budget proposed budget document. We are proposing to budget for continuing the long range facilities planning uh which is ongoing
034in the district and continuing into the next school year. You'll observe that increase in funding on page 39. Uh we're also proposing continuing the midyear FTE additions for student supervision. Uh that's on page 41. There is a change in classification of FTE which results in a minor uh increase in financial cost but an increase nonetheless from a classified position to a confidential position due to the change in responsibilities and the of the that role specifically. That's observed on page 42. uh utility and waste expenses are increasing although not volume necessarily just rate increases are the primary driver for that and you'll observe that on page 43. We are also recognizing a 0.25 25 or twohour a day increase in the maintenance secretary position to reflect the hours worked on page 44 and the increase of
035specialized transportation costs for students experiencing one or more disabilities through the transportation department providing that those transportation activities that's on page 49. We're also proposing continue the midyear FTE addition in the human resources to department to ensure timely processing of human resources uh operations and activities, functions and duties as well as assist in recruitment and retainage and a point4 addition that was made to support online learning platforms through the IT department. Those are that's on page 54. Last fine major financial change that you'll observe year-over-year within the budget is the addition uh through grant funding of four new preschool classrooms. So that's the preschool for all program through Moma County. And so we're pleased to announce that we've received uh grants funds and award for opening additional preschool classrooms uh within the district. And you'll
036see those on page 79. Overall, the administration believes this is very much a studentfocused budget that is supportive of roadmap 27 and the established goals by the budget committee and the school board. We believe this is reflected through the five goals as listed. PreK classroom size of 15 to 18 students. Kinder classroom size of an average of 20. This is an average AC across all classrooms uh in the district. So there are some that may be slightly higher and some that may be slightly lower, but this is the average for all kinder classrooms, pre-K classrooms, first grade, second grade, and third grade. We're pleased to report that the proposed budget is forecasted to result in fewer than 20 25 or fewer students at each each grade level prek through third. It also continues to support
037every student's well-being and inclusion through the continued social working programs, insourcing of BFLs classrooms, learning specialists, behavior specialists, educational assistants and pair professionals, assistant principles, professional development, and more. Continuing to center student voice, empowerment and leadership by continuing to those expanded previously expanded co-curricular activities. Student leadership o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o opportunities, focus groups and clubs, ensuring equitable access through stable class sizes, enhanced electives and updated curriculum and preparing for every student's future by maintaining the professional development for highly skilled, highly supported educators, academic programming, CTE in Centennial Virtual Academy. The proposed budget also preserves the funding at the middle
038school level to continue sports clubs and advisor funding and continue access to our spaces and continue access to CTE programs uh is previously identified as prioritics. The average class size across all elementary is forecasted to be 1 to 24. This is actual in the room general education classroom K through five or preK through five. Uh it is not inclusive of music uh library uh PE special education and others. When you include those positions, the RA ratio would go even lower. But this is for the a average contained general education classroom at the elementary school level. Uh it was 24 students. At the middle school level, we have a ratio of student general education educators to students of 23 to1 and at the high school level it's 23.4 to1. Based on this proposed budget, we believe
039that the average class size at the middle school level then will be plus or minus 30 and the average class size at the high school would be plus or minus 32. Based on this proposed budget, the proposed budget maintains all critical current services to students, continuous leveraging grants and special funds to support students mental health, learning specialists, special education sports, and smaller class sizes and investments to close learning gaps. continues, as previously shared, the co-curricular activities and student leadership activities that have been added in recent years and continues investments in improving teaching and learning environments for our staff and for our students. It does require a budget deficit or deficit spending of up to 3.55 million. It may be less, but it is up to 3.55 million in the proposed budget document. I do want
040to acknowledge appreciation to Betty Lro, our long-erving, highly skilled, and wonderful Centennial School District budget analyst, as well as Calvin Delic, our Centennial School District accountant, and the entire business office team uh who work tirelessly to create the proposed budget for your consideration this evening. and I welcome any questions you may have. >> Okay, thank you very much Paul. Thank you very much. Uh we will go through for questions and then I'll kind of walk through the net steps in our process as a committee. Um but first off we'll do some questions. I'll go in reverse order from last time. So we'll start off with Rob. Any questions? Rod Betcher, >> you're muted. Uh Rod, >> uh there's so much information at this point. It's hard to for go through the forest of trees that
041uh represent it all. And I and I app always applaud Paul's uh work on doing this. So u I I will end up with questions. I have no doubt but uh not right now. >> Thank you, Rod. Uh Director Moing, any questions? >> Not at this time. Look forward to jumping into it. Thank you. >> Thank you. Uh Director Salowski, did you have any questions? >> I did have one. when you had a slide that covered the uh major changes. Um there was a few things that said continue midyear budget addition. Um and so we're continuing it we're adding it. Was it say is that are you trying to say that we added something midyear this year and we're just continuing that in the next budget? Is that what that's meaning? >> Yeah, excellent question.
042That was a mid-year addition that occurred after the adopted budget. So, it wasn't recognized in the adopted budget. So, year overyear, it will be a change for the budget document, but it's not a change in a service that's currently being provided for the school district. Um, and we don't want to just say, hey, we're doing the same thing. And then you look at the you look at, you know, page uh where's a good example? You look at page 12 or 16 and you say, "Hey, I thought we were just doing we were just continuing. You weren't adding anything. This looks like an ad from year-over-year." You I'm going to be very transparent that it was an addition uh midyear and we're proposing that it continue. >> Thank you for that clarification. >> No further questions.
043>> Thank you, Rose. Um, board chair Shields, any questions? >> Just as um as we go through this, we'll be doing our usual questions after the fact. Is there any guidance from um our budget people as to where we want to look to the legislature in the future? General versus specialized funding and in particular, excuse me, dealing with the ex the additional costes the costs that are associated with our special needs students. We know it got some attention I'd like to be able to see what we as the district budget think about this so that not only is it reflected in what our needs are in our budget statements, in our budget document, but it sets the stage for what we may want to be talking to our legislators about. And I think it's appropriate
044for you as our, you know, business officer, director of services to help us frame that with Superintendent Owens. So this committee of board members and budget committee members can speak in one voice about general fund and specialized funds and how they're going to be funded in the future. That was a long- winded. It's not necessarily a question but a fact area of focus I think and not having read your first three or four pages >> in terms of our budget message um that may already be answered there. >> Yeah. Superintendent Owens, you want to take a run at it or you would you like me to go first? >> Yeah, I'll take a run at it. I'll combine the previous question from uh Director Solowski and then what we just heard from um Director Shields.
045The addition that was made after the budget was finalized last year had to do with the um particularly the amount of special education assistant hours that are allocated in the district. The way that we've done it in the previous time that I've been in this district, and this is my 14th year, is that we have um a finite plot of hours that are allocated for educational assistance. And those assistants work with students um who have a higher level of need in the school building and may need um uh support in the classroom or support in small groups or otherwise. and director Wright um can speak to that uh more acutely than I can. But what we've had traditionally is a set amount of hours and then as um case load sizes um and needs have
046increased that spreads that a lotment of hours thinner. And so what I had asked for over the summer was to have it be ratio-based where when the um case loads increase the amount of hours correspond with that. um so that more students aren't fighting for the same amount of resources if that makes sense. Um so that was that addition. In terms of the question that you asked with regard to special education funding, um, one thing that I think that some of us know here is that in the previous legislative session, in the long session, there was um, conversation about raising the 11% cap on special education costs um to either no cap or 15% or something of that sort. Um, again, director Wright and Director Sutherton can speak to this with a little bit more
047fluency, but I believe that statewide the average is about 15 or 16% of students in a school district are identified with um IEPs or special services. Uh, but we're capped at 11% on those expenses. So when you look at what I just described in terms of the educational assistant aotment, we're providing more funding and resource for students, but we're not getting the reimbursement from the state for providing those resources. And so those expenses then come from other areas. We either increase deficit or we take away from other um programs or staffing to provide that service. And so that gradually eats into other parts of the budget or increases your deficit. Um, how would you um add to that? Director, writer, director Sutherton, or even Dr. Cassuda? >> I'm gonna toss it to Paul for some
048of the specifics. I think you hit all the high points there, James. >> Thanks. >> I mean, outside of um maybe an additional piece that the budget committee may not know is that Multma County is a magnet for other parts of the state. So we have many students who move in from southern Oregon, eastern Oregon, central Oregon because there's not as many resources. And so some of our most high need students are moving in from other places and with that aren't necessarily bringing funding resources from other parts of the state to Multma County. So that is something that we see here that's a little bit different than other parts of the state as well. I'd absolutely agree with what Superintendent Owens and Director Wright shared. Uh my elevator pitch, should you have a few minutes
049or should you feel like writing an email, you know, what I always share when I have an opportunity is, you know, a few a few short things. We need the state school fund to increase at the same rate that rate that we're seeing costs increase. We're not asking for more. We're asking to not have to cut year after year after year. So please set the state school fund at a realistic rollup cost, right? A cola plus steps, right? So that's that's easy to understand and it's not happening, right? So we really need them to fix that what that continuing service level formula is each year, right? So just a reasonable increase. Yeah. Fully fund mandates. We have a moral, legal, ethical obligation to serve students as they present with the needs that they present. And
050we do that, but we're not funded for it. The high-cost disability grant, you know, the reimbursement on that is 25 cents on the dollar. So, you're you're pulling 75 cents on the dollar from core programming or other programming because you need to provide those services for students and we're not getting the funding from Salem that's required. Really easy to just be like, hey, you know, you're only funding high-cost disability at 25 cents on the dollar. Like, do better. That hasn't been updated. that allocation hasn't been updated in I believe a decade or more. Uh it's a finite p pool of money or pot of money for high-cost disability and it's divided across the street the state and it's not indexed for inflation. It hasn't been increased by any benium and then yeah the cap I
051think as superintendent Owens rightly identified you know it's universally districts across Oregon average way higher than 11%. There's no method, there's no motivation for overidentifying because we're capped. So you can think of that as a very accurate number. We're not overidentifying and the average is way over the 11%. It's 15 16% across the district as an average across the state. So let's update these like very very simple. Those three are my big my big takeaways. There's a million other things, but um they're I find them uh small bites, easier to digest and kind of kind of hit those points. So advocacy for those would be my my top points. >> Thank you. That's really helpful and something that I hope that we just continue to talk about, not just during budget times, but throughout the
052year, uh especially when we have opportunities to talk to legislators. I appreciate all the input. >> All right. Thank you, Chair Shields. Moving on with the questions. I'll get to the chat questions after we're all done. Uh Rudy, did you have questions? >> Uh yeah, thank you. kind of in a similar tone. I was just wondering given the uncertainty around the state funding uh how are we planning for long-term sustainability as we uh you know use the fund balance? >> Yeah, it's an excellent question. So the board, the budget committee, uh, and the administration, you know, we've largely, uh, are in alignment in that we do have an ending fund balance that exceeds 15%, which is the maximum requirement by the board policy. And so, um, there's no reason to curtail services while we have
053an excess fund balance. So, um, the question is how to spend that down. And so uh the consensus that uh or or the plan has been to a measurable amount each year to get us down to the 15% but to not fall far below um as to not put the district in financial peril. What that looks like in a practical sense is the three and a half million uh over the next couple of years is the upper balance of that. uh more than that risks putting the district in peril and and you would potentially see larger reductions uh across the state. Uh what that will materialize in is absent additional funding the $3.5 million deficit is not going to be sufficient next year to continue everything that we're doing this year. So uh engaging in
054very thoughtful and thorough evaluation and effectiveness of operations and activities to see uh where we can improve efficiencies andor where we can make reductions with no or uh limited impact on student outcomes and student supports. U but it's a very difficult situation. Districts do not control their funding, right? uh we're not able to recruit students from other districts and say hey come here don't go to Barllo come to Centennial because it's based on residence area right and you and districts can restrict the number of transfer outs so it's not an opportunity we also you know there's no appeals process through the the state to say you know we deserve more funding based on the composition of our students or specialized needs age of our buildings complexity of languages spoken complexity of student aid and and
055how they present. You know, it's it's this is this is what you're provided. Um so districts are are creative and working very hard and you know, we have talented and wonderful staff and there's a reason why, you know, many districts across the state are facing cuts this year because there's just things that are outside of our control. >> Thank you. Well, thank you, Rudy. Uh, and Janette, did you have some questions? >> Um, I don't have any questions right now. I'm a visual learner. I need to see it in >> in front of me to be able to retain it. So, at this moment, no. >> Absolutely understand that. Um, thank you. Uh, Michael, Director Newman, did you have any questions? Uh, no, no questions that haven't already been answered by some of these other
056really phenomenal questions and a great presentation. Paul, thank you. Director's other >> Thank you. >> All right. Uh Karen Wolf Gang, did you have any questions? I know the chat. >> It turns out I do. Um, so, uh, number one is where do we see the PAF monies coming in? Uh number two is are have there been any impacts uh from the tiff district as of yet? Uh three um what when was the last time that we looked at having a like internalizing uh special school um like Centennial Park was uh back in the day. Um like done a sort of cost analysis of um bringing that back in. how many of our students could we serve more immediately rather than putting them on weight lists for months and months and months to get into
057open school or Rosemary Anderson. Um so cost you know costbenefit analysis of of that kind of a a move. Um and I think I had one more but those are three behemoths for now. >> All right. Uh so easiest one first. We've not observed a measurable impact at the new TIFF district uh at this point in time. Um Portland Clean Energy Fund is a physical improvement grant, not a operations grant. You'll observe uh $6 million in anticipated funding through Portland Clean Energy Fund, otherwise known as PAF in the special revenue miscellaneous grants portion of the budget book. Uh we are we have an approved project to replace the heating ventilation and add cooling uh at POW but elementary. We are in design on that project currently and we'll be going out for bid. We anticipate
058in the next two to three weeks uh to see if we are able to award that project and start that project this summer. It is anticipated to take two summers worth of work. So it would be uh at the earliest starting this summer and finishing up next summer. Uh we also anticipate kicking off the next two school years as far as design intrusive destructive investigation and evaluation of options for replacing the heating, ventilation and cooling having cooling at Arklane and Oliver Middle School uh in the current budget. So, uh, that work would start potentially next summer as well, uh, should we be able to proceed and get everything designed and bid out over the winter, uh, for Oliver and likewise could take two summers to complete. So, you would see you see part of the
059PF allocation in this current budget document is proposed uh, and you would see it in a following document, subsequent document as well. The total allocation for those that um are not familiar with Portland clean energy fund over the next uh remaining three and a half years the total allocation was uh just under $12 million through two grants. We received an initial $4.6 million allocation and a subsequent uh through a an additional application uh community application uh with East County School Districts an additional $7 million. uh it is isolated or focused only allowable to be used on physical improvements and only for our schools with Portland addresses are residing in the Portland city limits. So that's four of our nine schools. So Parklane, Patrick Lynch, uh Oliver Middle School and Pow View Elementary School. Uh the
060other five schools are not eligible for the funding because they reside or have a Gresham address. Uh, and Karen, your final question was I'm sorry I missed the third part, not retained it. Uh when was the last time that there was a financial sort of costbenefit analysis um of reinternalizing a special school like having a a modern-day Centennial Park um as a way of moving um more students to a more immediate service u rather than having them waiting on wait list for Rosemary Anderson and Open School. Um, and you know, with that any creative methods? I'm kind of assuming that it's not cost-ffective or that that it wouldn't be a move that could happen. But, >> um, if not, are there any creative funding opportunities that we could pursue to like lower the weight list
061to get more kids actually in the placements that they need on a timely basis? >> Yeah, great question. So, um, I'll start and then maybe director Wright or Superintendent Owens will want to chime in. From a purely financial standpoint, the way economics of funding schools in uh Oregon works, the ADM based on funding on a per student basis, standing up a separate facility um requires kind of a minimum student body, student enrollment of 200 or more students uh to uh fully support the expense of a facility of staffing for that facility administratively uh food service, custodial, transportation, uh, secretaries, and then of course all the classroom and direct student support staff. Um, it really does not, uh, pencil out, as they say, with fewer than 200 students. Uh, they, uh, far exceed the resources that
062were provided, uh, from the state. We do that in some cases. So, you'll see Centennial Virtual Academy has fewer than student 200 students enrolled. you'll you can observe that Centennial Transition Center has fewer than 200 students enrolled and they do exceed the resources that are provided on a strictly student uh basis. So you would have to if we were to do that again, you would be pulling resources from core or somewhere else to make up the difference between the expense and uh and the funding from the state level. I'll add and this is director writes perhaps wants to chime in. Uh, one of the core principles is serving students in the least restrictive environment, serving students in their general education classroom by a push-in model with additional supports rather than a push out or separating,
063segmenting otherwise uh um kind of othering students. We want to serve them and be prepared with uh to able to serve every student in our community schools. Um and so I think that's uh always a preference. U director right things to clean up there. >> Yeah, I think you were able to speak to it. Um, this has been a perpetual conversation, especially how do we support all of our students in our comprehensive settings and what can that look like in a really creative way um that doesn't pull students out of the district in a way because once students leave Centennial High School or one of our other comprehensive schools, the options that they have to engage with general education opportunities changes drastically. And there are several students in our district who being in a large
064comprehensive school is really difficult for them. So trying to meet their needs and provide them as rich of an environment as possible um is something that we consider on a regular basis. As far as creativity, I think there's opportunities to look at do we, you know, use the Marie Street property and potentially do we build our own kind of alternative on that and leverage the core infrastructure that is part of Centennial High School, but still having it not be in Centennial High School proper. Um I think there's an opportunity to kind of explore that that's been discussed in the past and I think you know doing a robust analysis would be an investment of you know uh probably a couple hundred,000 worth of actual architect in designing and engineering and really see what what would
065the land use process be? What would the site need for infrastructure to get a to get a really good number other than kind of a swag at it to get a really thoughtful number? it would there would be some some investigation. Um and we you know that might be something that the board wants to do. >> Um would would it ever be an option for the district to uh open a charter school there and in that way attract you know students from other districts? >> I don't know. This is a longer conversation probably nobody else is interested in, but um >> I'll pass that question to somebody else. That's you're you're out of my scope there. >> I'll uh clean up some of the um previous parts of the question on some thoughts just to
066round it out from my perspective. And then as far as the charter, I would actually defer that to some of our board members here in terms of uh willingness and appetite for that. In terms of Centennial Park School, as um some of us know, that program um sunseted or closed in 2020 and then we stood up Centennial Virtual Academy, which isn't a one for one, but it was a format change that happened during COVID. Um as director Sutherton spoke to, our general philosophy is to support our students in our home um school environments. Um, and I also recognize that that's easier said than done and um, it's uh, messier in practice than it is in philosophy. As far as outside placements are concerned, Rosemary Anderson and Open School that were referenced and those are the
067primary ones that we engage with um, Director Wright, Director Sutherton and I have met with the directors of both of those programs within the last month and I'm unaware of any school district that's expanding uh, seats in those programs at this point. um we're it's either maintaining the status quo or contracting seats. And so the philosophy that I expressed is something that's um is uh shared, you know, in other school districts as well. And to Director Sutherton's point, it kind of just comes down to dollars and cents at some point in terms of if we have limited funds, we're running deficits, and we're in reductions as we've been in the last couple of years. We've done some cost cutting exercises in the last couple of years, less so this year. Um it just becomes a
068math problem of if we're going to expand this, what are we going to take away from existing programming to do that? Um and that's just a tough question to ask. I think what is most viable at this point is potentially and this hasn't had any if uh discussion just um some side conversations that I've had or other people have had is the concept that I think director Sutherton spoke to or alluded to a school within a school format where you have um a setting for students who have um specialized needs and it could be either within the school or it could be on an ancillary auxiliary site. uh we have the Marie Street property and that's something that can be discussed during current long-range facility planning process that we're going through. Does it make sense
069to build a freestanding um building adjacent to the high school where we have space to be able to do that? And what would that space be used for or could it be used for a program like what we're talking about here? Um, what we found with Centennial Park School is it was just becoming more and more expensive. And frankly speaking, from my perspective, and I' I'd invite others here as well, in particular, Director Shields, the quality of the programming was questionable. Um, and so, um, that was a consideration as well. Um, Director Shields, would you add anything to that? I see you nodding your head. It took a few years to really look at what was going on with Centennial Park and as we did in terms of the cost benefit for um the number
070of students served versus that money coming back into our general programming. It just became unsustainable. And so that was the decision of the board makeup of the time to sunset that program. And then of course the virtual academy because of the COVID environment and it kind of took off um from there which um I'm glad that we have that at least that as an option and I appreciate what we've been doing in terms of especially with director Wright and her leadership finding and creating an environment that's best suited for the student and their student need. uh and she and her staff have always had to really look at those those students as individuals and find where the best service um is going to be obtained for them. So, but adding a school during a time
071when you're saying um we have lower enrollments and we're having deficits that's would just be a kind of a tough cell. I do appreciate though, Superintendent Owens, the discussion as it relates to the facilities planning if that started to show up in facilities planning as a need in our community. Um, I would also be interested in shared resources. We're not the only one, excuse me, that exists seeing lower enrollment within our district. That is true of our surrounding districts as well. What are the partnerships that could be handled with between us? um whether that be Gresian Barl, David Douglas, Reynolds, etc. What are those kind of models look like? Or are there models that we could be looking at that would uh help serve um additional students? It's a it's a question. We do have
072a model um we do have Cal that is a model for our you know for our career technical but do we have a model that would be sustainable for our other students who have those kinds of needs that we've identified and tried to work within our own resources. Um this is our what second year of no first year or second year of our resourcing more and more and how our our growing pains as it relates to that. Um, but again, I just um hats off to the staff who's been working through those things and um always keeping the student needs in foremost in their mind. >> And I'm I'm not going to pursue this any further tonight. I appreciate the long range planning um opportunity for the Murray Street um property. You know, the history
073of Centennial Park and programming there. Um my my son just happens to be one of the, you know, 6,300 however many students we have in the district. It's not that many guys, you know, but he's a very, you know, he's a unique individual, but he's one of the one of the folks that was causing a lot of discipline problems at the high school. Um, which didn't really get addressed. Um, he just kind of wandered around the school getting high in the bathrooms and causing trouble um for peers. Um, and I know he's not the only one doing that. There's other problematic behaviors arising um that you know, so for for him, I took him out of of the high school. Um, so he was doing CVA for a while. He passed three classes, but he
074was using a bot. That was the first time since middle school that he's ever passed classes like, and so he did that for three months, and that's not nothing. Um, but we were on the wait list for Rosemary Anderson for 6 months. So, like disruptive at the high school. Um, you know, just lost at home using a bot to complete some online classes. And then finally, he's at Rosemary Anderson. I hope it's good. I hope it works out, but I can't imagine he's the only kid that's facing that kind of um lossness within our district, causing problems for peers and just not getting what he needs on a that's a pretty long-term basis, you know, and it hasn't it's not the first time that he's disrupted from CHS either. So, um I just you because
075he's not the only one, I would like to look at this as a systemic, you know, question for the district. Um and uh it'll be too late by the time we in institute anything um for my little guy, but um maybe some other kids can come up behind him and have a better experience that way. >> All right, thank you Karen for your questions and willingness to uh share your experience and thank you for that. Goes a long way. Um, we will continue on with questions. Uh, Sequoia. >> Hello. Yes, I have a few questions and then most likely more after I comb through the leaves of the presentation. My first question is um do we have any uh grant writers on the district in the district? And my second question is uh with the
076increase of the salary of the teachers, will that affect their school funding? And if so, how are we going to balance what they had versus what they will get? Third, how how are we going to um present to the students with the funding with the dropout? Because I in the presentation it said it was a dropout fund. It was like a special dropout fund. Do the school uh present that to the students on the verge of leaving? >> So those are three of my questions so far. >> Excellent. Um in regard to teacher salaries, those are factored into the budget already. Uh and we're not proposing any reductions in this budget. Um we it did increase the size of the deficit to uh have those uh increases approved and uh by the board. Uh and
077uh we understand the importance of being highly competitive uh in our region for teacher salaries and we know our education educators work very hard and so um we are in uh the fortunate position of being able to um not have to make reductions. uh yet uh with those increases. So um hope that answers your question in regard to um licensed salaries or teacher salaries. Uh the dropout prevention uh funding is not uh directly to students. It funds positions to uh address dropout and support uh keeping students uh in the district. So, uh, it helps fund engagement programs, additional elective opportunities, which we know students participate in Cal, for example, graduate at a higher rate, uh, than students that don't participate in CTE or in Cal. Uh, reconnection, uh, outreach. So, uh, connecting, reaching out to
078students who have dropped out and trying to engage them and get them reconnected with the district. Um, I welcome if director Olsen wants to speak more on the measure 98 uh high school success uh dropout prevention programs or director Wright >> I'm happy to speak a little bit to that. So we are really fortunate as a part of our high school success funds we have a reconnections coordinator who focuses in at the middle school level for both MS and CMS and Centennial High School. And so Melissa Denini does amazing work that kind of captures a lot of things. She case manages students who are in our um alternative options such as um Rosemary Anderson Open um students who are attending Portland Youth Builders or Helen's View. So she stays connected with them. So they have
079a connection with our school district because they are our students even though they're attending some different options. And then she also works really closely with the tier three teams at all three of those schools around students who are either hitting the 10-day drop or have been 10-day drop to help to problem solve. What are the options to get the students re-engaged? She has also worked to build um an indistrict GED program. So I think a few people have asked you know what are the creative solutions that Centennial can offer. So, one of the things has been for years students would ask to be um dropped from Centennial so they could attend um Mount Hood Community Colleg's GED program or Rosemary Anderson's GED program. And so Melissa has worked with Zach and the high school administration
080so that we can offer students credits while they're taking the practice test in preparation to see if they're ready for the GED. So, it's based on um a similar model that students were accessing in previous places. So, there are several things that are happening and any student who drops out is one too many. So, there still is more work to do. And I bet um director Olsen could speak to kind of that front end that we want to do way upstream before we get to the 10day drops or students considering that school isn't a place for them. >> So, uh thank you for that director right speaking specifically to the dropout prevention. um when we start to get concerned about students, but there's a lot of pre prevention that happens as she was saying upstream.
081Um especially some of the um you know the the initiatives include our 9th grade success team where we're starting off with um you know kind of a wraparound team of teachers who are working um looking at student data thinking about ways that they are really engaging our our freshmen for success and tracking them on a regular basis for credit attainment for attendance for engagement and belonging in school. Um and then that just extends to the work that we've been doing um through our PLC's and professional learning around um you know providing culturally responsive, linguistically responsive um education instructional strategies for our students. um having conversations about how we are in including that sense of belonging um and um looking at our students from strength-based perspective and how we can ensure that our instruction is um
082aligned with their lived experiences um and um you know increasing that sense of belonging so that we are able to have relationships with students and have those conversations when we see trends in the data um or or trends in their behavior starting to um show us that it's time to lean in a little bit more. >> And director Sutherton, the third part of that question that um Sequoia had had to do with grant writing. >> Absolutely. Yep. Teed up for that one next. So grant writing, it's a great question. Um I will say we we have none and we have many is how I describe grant writing in Centennial. So, Director Wright, who's been a star on this show, this presentation this evening, you know, perhaps one of the most prolific uh grant writers that
083we have within the district and uh received a grant recently for uh half million dollars at the federal level uh and uh instrumental in securing the student uh investment account additional grants that we spoke on earlier with the Lat Latino AX grants and the Native Pacific uh Pacific Pacific Islander uh and Native American grants that we received. Um we have numerous examples that our librarian is prolific in applying for grants for additional library books. Uh transportation applies for grants for electric school buses. Uh just throughout the district, uh we're applying for grants. our safe route school uh program uh uh person, I believe we called them coordinator, just sent a grant through today for uh some opportunities to have um some improvements to the facilities at Park Lane. And so it it's uh not while
084not one specific person, we uh are heavily engaged in uh in grants and our and our our employees, our staff members, team members do as well. Also, the math department applied for grants to help uh students prepare their tax returns uh and received that grant this year uh as well. Um we did explore at the direction of the previous budget committee and the board uh securing a grant writing partial part-time position. Um part of that directive was to investigate that with uh and see how that h it happens at other districts and kind of what the return on investment is for that position. And unfortunately, uh, looking at kind of our peer districts that have that position, uh, it really didn't generate enough grant funding to support a separate position. It was helpful in an
085administrative burden of applying for grants, taking that workload off director, right, for example, or otherwise or others. Uh, but it didn't result in additional grants that exceeded the funding of supporting that position. And so, uh, with the reductions and the deficits that we're having, uh, it was not recommended to continue in the prior budget, nor is it recommended necessarily to continue in this budget. Um, we, I think, will continue to rely on director Wright working unpaid hours after the off the clock applying for our grandfather. So, James, I'm s I'm sure there's uh stuff to clean up there. Nope. Well done. >> All right. Uh, thank you, Seoia. Um, all right. Moving on with questions. Director Lynn, did you have questions? >> No. Thank you. >> Thank you. And Director Moing, I'm not sure if
086I called on you or not, but now's your chance. We can meet you. >> Thank you, Chair Harden. You did. I do not have any questions at this time. Thank you. I think I got everyone except myself. My one question, you know, compared to the other seems pretty alike. So, in the general funding, you showed a $3.5 million shortfall. What is the shortfall in the special funds category? >> Yeah, it's an excellent question. There is no shortfall in the special funds category because uh we do not carry a fund balance in those funds. Uh so when we um so there's not a savings to draw funds from the student investment account is a year-by-year allocation or bianium allocation and so we can't overspend those allocations. uh if we um for example if title comes in
087it uh measurably less than we're receiving this year we'll have to make reductions right there's it's not you know it's not a possibility to overspend those accounts and and run at a deficit like it is in the general fund. >> Thank you. And then I want to take a moment to review uh the chat just kind of so it's on record. um uh the particular issue that came up that Director Shields brought up about advocacy for our special needs students. Um uh there was is there a email we could get or a um a written version that we can pass along uh to our legislators? >> Absolutely. I'd be happy to prepare some talking points and send those on to the committee. >> Thank you for that. And it looks like uh Director Moing passed
088along a legislator contact information in the chat. Um was there any other questions that people had or needed addressed before we move on? Feel free to raise your hands. Okay. Right. Thank you everyone. Great questions, great engagement tonight. Um All right, Paul, what's next? >> Yeah, absolutely. So, uh getting moving forward. I just want to um share the calendar. So, today was the presentation of the proposed budget. No action today as uh is stated earlier. This is just the opportunity for you all to receive the budget message and receive the budget. Uh we would like to um have your feedback on the budget, any proposed corrections, uh typos, suggested or recommendations um by April 30th, so a full week to review it. Um and then we have the second budget committee member uh meeting uh
089with the proposed approved budget at that point in time on May 27th. Uh questions can be sent to budget at centennial school district or csd28j.org. Uh that is sent to the business office, myself and others. We welcome questions. This is a very much a participatory process. We want your feedback. We want your questions. uh we hope we address many of them through calling out the major financial changes from year to year and we welcome many others uh as is my practice I will uh share all questions with the full committee all all answers and questions so uh that way you know if you have the same question but you haven't had a chance to email me you may see that and you may see a question that you didn't think of or something else and
090you just you know the opportunity is to be very transparent and make sure the full committee has all of the information when considering uh approving the budget at the next meeting. Uh there are some additional resources in the presentation and as the screen was previously shared, I will be sharing this presentation with the full committee. You'll also receive a digital or electronic copy of the budget uh from me via email and you'll receive a printed copy of the budget. Uh it looks like this. You'll see it. You'll be receiving it in the mail. It is a couple hundred pages, but I know, you know, people perhaps like myself who like a a physical paper copy and to make notes and highlight and and refer back to um will appreciate that that will be coming to
091your mailbox in the very near future perhaps as early as Friday so you have ample time to review it. Uh but you will get an electric copy and the budget is now proposed budget is now a public document. So it is on our website. uh that is these kind of screenshot I'm displaying here on the right hand side. So under the budget committee highlighted in blue proposed budget is right here for the public to see as well and the public may request a printed copy of it at the district office. Um with that uh Chair Harden I'm happy to present the agenda to see uh next steps if that's helpful. Uh let me just walk through the process and see if anybody has any questions. Um like as just to review what Paul was saying,
092we will all get a a copy of the budget emailed to us as well as a physical paper copy. These are public documents. You can share them with friends, colleagues, co-workers, other members of the community, the accounting class at the high school, wherever you feel like sharing this document. It is for public uh knowledge. Um and feel free to review and ask questions at any time uh through April 30th. By April 30th, we we uh the budget team asks that for all the questions so they can analyze it and make any necessary adjustments to the budget that may come from our questions and our direction. So April 30th is a very key time. Uh all questions as Paul said will be uh answered within the entire group. Uh you don't need to send them out
093to the entire group and all the answers and questions will be sent to the entire group. And um we uh definitely appreciate your engagement. There is no question too small. If you need a point of clarification, spelling errors, any of those things, we would like to have them addressed. And it also provides ample time for the business department to make any necessary adjustments uh before we come back. Um feel free to email me as well if you have any questions or concerns or uh any needs. I'm happy to address them. Um Paul, is there anything else >> before future agenda items? >> Nope. I Well said. I think you captured it. Uh definitely a participatory process. So we want to we want to hear from you all and if you don't have any questions feel
094free to let us know that you know thank you and I don't have any questions just so we know that you had that opportunity to review um via email. You can send me an email um or call. Uh so future agenda items and I'll make this a little bit larger here uh or attempt to. So, at the May 27th 2nd budget meeting, that will be your uh our opportunity to present to you the recommended approved budget. Uh we'll also be presenting the recommended tax levy and bond levy. Uh so tax levy is for the operational property tax levy for operations and then bonded levy is the levy to pay back the uh the the debt service for the bond for next year. Uh the budget committee will also receive public comment. So that is the
095opportunity for members from the public to make comment and then ultimately we will be asking you to consider and to approve the budget tax levy and bond levy at the next meeting on May 27th. uh should you approve the should the budget committee full committee approve the budget at that point in time the budget document is not official yet it will be referred to the school board for consideration of adoption in June and then ultimately upon that adoption we would have an approved budget for July uh question has been asked before not at this meeting but what happens if we don't have an approved budget it uh it means we have no authorization and nobody gets paid or nothing happens in July So hopefully we will uh receive feedback and come back to you uh
096in May hearing your feedback, hearing your direction and be presenting to you a budget you feel very comfortable approving in the next meeting and ultimately the school board feels comfortable adopting in June. >> Well said. And on the timeline, you do not need to wait till April 30th to ask questions. You can ask anytime until the end of day, April. >> Absolutely. >> Um, does any Sorry I'm a little long. Board Chair Shields, last anybody have any last minute questions about the process or next steps? Feel free to raise your hand. All right, I'm seeing none. And I want to say thank you to Director Sutherton. Thank you uh Superintendent Owens. Thank you to Director Wright, Director Olsen for your answers and engagement tonight. Appreciate you guys. Um great questions, great answers, great uh dialogue
097back and forth. >> Absolutely. I extend my gratitude in the in the business office and the district's gratitude to the full budget committee members. Thank you for your your time. This is an unpaid position. your thoughtful consideration of the budget, your feedback, direction, um spending time away from your families to be here with us. Uh great questions, everyone who asked them, thank you so much. Just uh we have a lot of gratitude for the committee. So, thank you very much for for everything tonight. >> All right. And seeing nothing else, we will call this meeting adjourned at 7:32. Um, Chair Shields, uh, board members, this is will be the same link for our board meeting. >> Yes. >> Yep. And so, >> and let's go ahead and take a break. If you u think that
098that's a we probably need a small break. Um, I know that this is the uh login for our regular board work session. So, people who may be joining us uh for the work session, hang tight. We do need a little break. We after that. That was a great meeting there. You you got through a lot and we really appreciate all the work that it's been done. So, um board members, let's say, can we do it in five or do you need 10? >> Have a look. Five works. All right. So, uh let's look at this. It's 7:33. So, add five to that. So before 7:40 get here. Bye everyone else though. Thank you so much for your engagement. The rest of you stay around. >> So Missy, you're going to need me to just say,
099"Hey, we're going to get ready to start." And you'll then start the meeting again, the recording again. >> Yeah, I just paused it right now. We are still live streaming. So just so you're aware of that as people come in and if any conversations take place, make sure that And we do have our two guests here from Mount Hood. So, I'm going to bring them over here shortly after our break. >> All right. Perfect. Well, that way that people know what what's going on. We're not just dillydallying. We need a little bit of a break with this all. All right. Thank you. >> True. True. Okay. See you in a bit. >> Bye. when you arrive. Board members, please put on your camera so I know you're here. Aha, I see you now. Good job.
100It helps me keep track, too. Honestly, although you keep moving around the screen as we talk, so it's always such a fun time trying to keep track during our Zoom meetings. I appreciate the camera. I think we've got everybody. Director Harden, Director Lynn, Vice Chair Morren, Director Newman, Director Silleski, and Director Shields. Yes, we're all here. Great. Thank you everybody. So, if we start our recording, right? Good evening. I'm going to call to order the Centennial School District Board of Directors work session for April 22nd, 2026. And board members, I'd like you to uh look at our agenda and I have can have a motion to approve as presented. >> Uh Chair Shields, I'd like to make a motion to remove item 7.1.1.2. two from tonight's agenda. >> Thank you. I think it's appropriate. We
101do have a board member that is not available this evening for that discussion as well. So, um any questions, objections, or concerns, board members? Seeing or hearing none, the adjustment to the agenda would be to remove 7.1.1.2. It's a lengthy thing. So um so Director Hardens motion to approve without adjustment. Is that what I have from you? >> Yeah. >> Thank you. And do I have a second on that too? >> Seconded. >> Thank you, Director Newman. It's been moved and seconded to approve the agenda with the one um removal of one item as mentioned previously. All those in favor indicate by saying I raising your hand. I >> I >> thank you so much everyone. Anybody object should always check for that. Thank you. I appreciate it. So this week we are doing a
102teacher appreciation acknowledgement and proclamation and board directors. I know that you all have copies of our appreciation week proclamation. So I'd like you to look at your copy and make sure that we bring this into the record. acknowledging our licensed staff and I'm going to start out so for a teacher appreciation week whereas teachers serve in partnership with the parents of our community's children and >> whereas teachers strive to instruct students to read with comprehension write with skill and communicate effectively and responsibly in a variety of ways and settings. And >> whereas teachers teach our community's children to know and apply the core concepts and principles of mathematics, social, physical, and life sciences, civics, history, geography, arts, health, fitness, and >> whereas teachers inspire students to think analytically, logically, and creatively, and to integrate experience
103and knowledge to form reason judgments and solve problems. And >> whereas teachers help our students understand the importance of work and how performance, effort, and and decisions directly affect career and educational opportunities. And whereas we support our teachers in their mission to educate the children of our community. Now therefore, be it resolved that the Centennial School District Governing Board designates the week of May 4th through 8th, 2026 as teacher appreciation week. And be it further resolved that the Centennial School District calls on the community to join with it in personally thanking and recognizing certified staff for their dedication and devotion to their work. >> Thank you all teachers in our district. would you appreciate it? >> Yay. Something we want to acknowledge. We don't have to just acknowledge it during teacher appreciation week. Um I
104think we are pretty clear that we appreciate all of our staff and those have worked directly with our students as well. So back to our agenda, we have some minutes that need to be approved. The April 8th board minute uh minute meeting minutes, sorry that were in board book. Do I have a motion to approve? >> Don't speak on one. >> I move to approve the meeting minutes for April 8th, 2026. >> I'll second. >> Second. >> Oh, good job, everyone. All right, we have a motion and a second to approve the draft minutes as presented. All those in favor indicate by raising your hand and saying I. >> I. >> Thank you. really appreciate the hand raising guys because that way I know that I've got everybody um and it looks like everybody was
105in approval. We don't have any public comment at this time. This is a work session so we don't do public com comment but we are moving towards reports and we have a report about the Mount Community College bond update. We have um MHCC President Lisa Scari and board member Tamura Ender. Um anything um Superintendent Owens, anything you wanted to say prior to their presentation for us this evening? >> Congratulations to Mount Hood Community College on the passage of their bond. It was a long time coming and we're excited to uh hear this update as far as the plans that are concerned. And so I'll pass it over to um Dr. Scari and uh director Ender to go ahead and uh share their presentation with us. >> Well, thank you James and good evening everyone. Thank
106you so much for giving us a little time on your agenda tonight to kind of give you an update on what's happened and both at the college and with the bond. Um I'm Lisa Scari and I'm joined by my board member and I'll let him introduce himself. >> Hi good evening. Thanks for the opportunity to be here toender. uh recently appointed to the board in January and proud to represent zone 4 which is uh the most western edge of Mount Hood's uh boundaries. Excited to be here. Thank you. >> I'm going to share here. >> All right. So, um, Matt Hood has been serving our region for nearly 60 years. Um, we were founded in 1966 when we awarded our first associates degree just two years later. And since then, our role in our region
107has only grown. Today, we serve a very large and diverse geographic area covering three counties, three campuses, and we employ over 1,200 dedicated faculty and staff. Last year alone, we awarded nearly 1,500 degrees and certificates while keeping tuition affordable at $124 per credit. And through our foundation has been absolutely amazing. We invested almost a million dollars in student scholarships this year, um, which helps provide that access so needed in our district. Now, Mount Community College was designed to meet students where they are and hopefully take them to where they want to go. That includes everything from dual credit with our high school students, all of you, um I should say your students, um adult basic education, GED, transfer programs, career and technical ed, but we also offer um community education, business training, apprenticeships, head start,
108and we're proud to offer Oregon's only applied baloria degree in cyber security. And in fact, this spring, we're going to be graduating our first bachelor's students, and we're pretty excited about that. Now, this breath is intentional. It reflects the many pathways students take into careers and into higher education. Now, I want to pause and just say thank you because last year, um, our community, as as Superintendent Owens mentioned, um, finally passed the bond. It had been 50 years. Um, and it means so much to us. We know that that vote is a powerful statement of trust and we take our responsibility very seriously. Mount Hood is the only educational institution in Oregon that has received the national triple crown award from the government financial officers association and that's awarded for stewardship and transparency of taxpayer
109dollars. Um, part of us coming out and sharing with you what we're doing is to further that transparency. I also like to point out that the college has a significant economic impact on our district. Um, every year between our actual expenditures and the revenues of our alumni, um, we generate 423 million annually. And this supports roughly, if you would try to calculate it, um 5,000 jobs since we've opened our doors. It's actually higher now, but it's been over a million students. And so, um we're pleased with that. We're happy to be here still serving our district. Now, our student body, um we serve over 18,000 students. Um 75% of those students attend part-time and 65% of them are first in their family to go to college. Twothirds of them live right here in our district
110and over 40% are students of color. And this is why partnerships like ours matter so much because Mount Community College is often the first step into higher education, especially for students who might not otherwise see college as an option. Now this side shows our strength our the strength of our partnership. Each year hundreds of students participate in dual enrollment earning college credit while still in high school and hundreds more that are graduates from Centennial attend our college each year. And our numbers we're projecting this year, what you're seeing for 2526 was as of March um clearly on the dual credit and still have enrollments coming in um and for our regular enrollments. So we anticipate being close to or at preandemic levels which we're excited about. Now these these are real measurable pathways from high
111school to college to career and we know that they're working. Um so we appreciate um this partnership and look forward to continuing to serve your students and hopefully that they will become our students. Thank you so much and uh I will uh just excited to share more about our bond work and um that's really about building our uh future together. Um and one of the things we want to highlight is just the our we're working toward uh delivering on the community trust and um one of the things we said when we when the bond went out was that there wouldn't be any um new spaces. It was it was mainly to uh focus on uh improving critical HVAC, plumbing, electrical and safety improvements. So like things like access cards um that that will kind of
112lock down protections and and other kind of safety enhancements and security enhancements. So uh the other thing we're doing a lot of is restoring athletic facilities, expanding uh ADA and improving uh community pools. Uh as you all may know the um the pool on our campus is um one of the few in the region that is uh Olympic size. And uh we also for accountability reasons uh appointed a citizens bond oversight committee meeting and they've uh had at least one meeting and then have uh additional meetings coming up uh later this month and uh so we appreciate all the assistance and and feedback that we received and we've really taken that to heart and and in terms of the delivery and the planning for um the infrastructure enhancements. In terms of the bond guidelines, um
113you'll probably see a lot of uh action on campus in terms of construction. Uh and that's partly because we need to be spending 75% of those funds um in the first 3 years. And so um we are kind of onboarding those uh uh contractors and uh project managers uh now. And so we are kind of ramping up to uh uh a period of of somewhat intense uh construction activity and obviously some of that's already begun. Um, and then we were uh able to leverage our strong uh credit rating with um and we we took the bonds to the bank and u as a result of the strong credit rating were able to um have essentially uh 10 more million um um going towards the bond and then that in addition was matched by a $8
114uh million grant from the state. So, uh, the total investment in campus upgrades will be close to 153, uh, I'm sorry, $155 million. And so, we're we're excited about, um, kind of leveraging the our our strong existing strong financial strength um to, uh, deliver even more for our, um, community. Um, and then we've already, as I mentioned, had um, uh, work started. Um so we uh did a track resurfacing um and ADA improvements that will um um we prioritize that mainly because we're expecting a large track meet on campus uh um from for uh a number of schools from out of town and uh that's anticipated to be around May 15th. So we kind of prioritized that. Um and then working on a a retractable dome that should be for the pool that should be
115complete uh later this uh calendar year. So, we're excited about the things that are kind of the early implementation of some of this bond work. Uh, and then in terms of what you can expect, uh, in the spring and summer, um, we, uh, as I mentioned, bringing on, uh, our engineering, architectural partners, uh, additional paving, um, and then kind of subject matter experts. Um and then what it means for both students and the community is uh you know improved um uh classroom facilities uh safer classroom facilities and what we hear a lot from students is you know we want kind of those third spaces. you know, you you're thinking about like as a students, this is a time where they've, you know, either in high school or graduated high school and they're um obviously we
116have different age ranges and things like that, but they really there we we hear from campus surveys that there's really a hunger for kind of informal connections uh between students and and study areas and things like that. And so we're working on doing that and then incorporating some of the the colors for Mount Hood Community College in some of those new designs. So um that is super exciting. And then also with we it also allows us to le some of these improvements allows us to leverage the existing facilities. So by example by putting the the cover on the pool, you know, we're able to now uh use that surface year round. And so that allows us to host more public events and really have Mount Hood Community College be a stronger resource and an anchor
117uh for uh the larger community. So that's what we're excited about. You can kind of uh keep track of our progress uh at the website kind of listed right here. Um and you can sign up for mailing updates as well. And so with that, I will turn it back over to President Scari. Thank you. >> Thank you. And before we move off bond, I just want to say a big thank you to the district. Um when we actually received the bond and had to figure out bond oversight committees how to kind of work um my staff reached out to the Centennial folks um who provided examples, provided recommendations. And so you were all incredibly helpful to us in getting things up and going. And a big thank you um from all of my staff for
118your help, but also for me personally um with supporting us that way. Now, our big news for next year is Mount Hood turns 60 years old. Um, and for our community college, that's that's on the younger side. Um, and just a fun little retrospect. Um, Barney is our mascot, and it's been kind of fun to look at the various versions of Barney um throughout the years, and we're hoping to collect some more so we can we can share those. But um we're really looking at this to be, you know, partly a milestone but also an opportunity. Um not to just talk about what we've accomplished in the last 60 years, um but our partnerships, um how we're working with the community and then really where we're going into the future. Um you know, it's it's
119one thing to pause and celebrate where you are, but continue to move forward. So, our plan is to start this um in the fall um when we kick off the school year and we'll celebrate throughout the entire year ending with graduation in spring of 2027. And our hope is really we want to make this not just about us but about right the broader community um because we've done this together um you know from its early inception days the community was the one who brought Mount Hood Community College to fruition. So how do we recognize that celebrate it and tell the various stories of the institution that have happened throughout the decades? It's in addition to celebrating I think as I mentioned it's also about looking forward and where we're going in the next 60 years
120and how we're doing that together. Um, and one way, um, to the engagement part that you could help out with is, and I have a feeling some of you may actually have some old photos potentially of, um, your time at Mount Hood, um, or activities at Mount Hood or or events at Mount Hood. If you have any old photos, we would love for you to share them with us. Um obviously we're working on various montages throughout the year to kind of highlight um different images and we have so many but we're asking members of the community if they have pictures they're willing to share to please send them to us um and let us know and I actually there is the email address where you can send this. Um also if you have fun stories
121or memories um let us you know share that. I had a gentleman last night when we were at the Happy Valley Council meeting. Um his first contact with Mount Hood was back in the 80s when he was in Tokyo and we had a school there. Um so want to try to track down some photos of that. But um anyway, I just um thank you again for all your support and we look forward to working with you into the future. Um that is our presentation and we're happy to answer any questions you might have. Thank you, President Scari. Uh, as we do in these virtual meetings, we try to make sure everyone has an opportunity to ask any questions that have come to mind, especially after your presentation. So, Director Harden, if you have any questions.
122>> Uh, yes, I do. Uh, thanks for coming tonight and congratulations on passing the bond. Uh, I know those physical improvements to the um to the property really help kind of engage people and and kind of bring a sense of pride. Uh, my question is about capacity for, you know, I appreciate the partnership that you have with the students that are excelling and the co-curricular environment that they have. Do you have the partnership or capacity to handle um a student population that may not be meeting their requirements uh creditwise uh uh achievement wise uh scholastically? Not quite sure how to phrase that, but our students that may be struggling to not just meet the credit requirement, but to actually meet the state standard requirement. Do you have a capacity to help coach those kids, those
123students along or that student body? Um, are you referring to like high school credit retrieval sorts of programs or is it >> and not just credit retrieval but you know the credit is the end goal and that's great to show the achievement but actually growing their learning and uh and retention of the knowledge being taught. So, I'm going to need to get back to you on that one. As far as specific programs, I know we have like our adult basic education, but those tend to be for folks that have left your school. Um, and I know not the same thing, but one area we're trying to start to expand in is doing more dual credit in the CTE spaces. um so that it gets right people that have interest in partic or particular um CTE
124programs you have how can we give them a jump but as far as that kind of in between um let me get back to you on that and I apologize for not having off the top of my head >> it's okay it's kind of on the spot and a little bit outside the box but it might be a way that we can explore a partnership uh to meet the needs of the students >> well and I'm thinking maybe I don't know if there's timing, right? But if there's specific things we could kind of co-develop um whether it's over the summer or or different times that might meet that need. Um yeah, interesting to explore. >> Thank you, >> Director Lynn. >> No, thank you for your presentation, >> Vice Chair Moring. >> Thank you. Thank
125you both so much for being here to present on the bond. Congratulations. That's a big accomplishment to first pass the first bond in over 50 years. That's a it's good news um for for everybody who are going out for bonds, especially us two when we go out for ours a little down the road here that there is community support for these things. And I think your approach to reporting back to the community that supported you is a is awesome and we can take away some notes from that as well. So, I look forward to hearing more about how things go there and um just again appreciate you being here to to give us an update on Thank you so much. I don't have any specific questions. >> Thank you, Director Newman. >> Hi. Uh I
126too would want to congratulate you on the successful passing of the bond. I was really excited to see that that vote uh the Yays win it. Um, I don't have any particular questions, but I do really want to express my gratitude for the partnership with Centennial. Uh, my recently graduated uh, student from Centennial High School went into college with just a ton of credits from the get-go. That was really just really gave them some breathing room in in college and my my youngest at Centennial is looking forward to uh, doing the same over the next few years. So, thank you. Director Silleski. >> Um I have no questions. Thank you very much for the role that you play in our community. Um and yeah, especially the relationship with Centennial. Um I have to say that
127my my memories growing up with Mount Hood definitely started with um the Scottish Highland Games. We would go out there every summer. Um, my aunt would dance and my, you know, throw the big rocks, all the fun things. So, um, I probably actually have some old old photos in some family albums I can get you from there. But, um, wonderful, um, wonderful opportunity for our community that just to have you guys there. So, thank you so much. Thank you. >> And Cher Shields. Well, Chair Shields is a a graduate from Mount Hood Community College. Husband uh attended Mount Hood Community College, sister, brother-in-laws, two uh all three children >> and now two grandchildren. All are at Mount Hood. And so as Centennial has been in my life, uh so has Mount Hood been in my
128life. So, it's always good to hear the kinds of things that have been accomplished over this uh period of time. uh you are in good hands with I see that you one of your project managers is Scott Rose >> and uh we really uh worked I mean he worked tirelessly with us but our bond oversight committee just had nothing but praise for that man and how he kind of held it together because sometimes community and staff can be a little like hurting cats in terms of all of the things we want to have done in the period of time that we have to do it. uh and he's going to be a great mentor for you in getting through the process. So, thank you so much for your report and congratulations on getting it passed
129and um looking forward to continued involvement with our students in particular our CTE programs, mentorship programs as well. Transfer is important. We understand that, but we also want to make sure that we're serving the needs of all of our students. And sometimes the word college comes out bright. Um, but this is a college that serves all students and we want to make sure that we continue that partnership and and make sure that our students are well aware of all of the breath that Mount Hood has to offer. So, appreciate your input tonight and congratulations to your appointment, director and Gary. I mean, >> thank you. >> Taking on a new role. >> All right. Well, then we're going to wrap it up unless anything else that come to mind from you too before we leave
130you? >> No. Um, Superintendent Owens, any last words for you? >> Yeah, I don't have any questions, but I would say two things. Uh, number one, the pool rendering looked amazing. Um, I appreciate the emphasis on the aquatic center. I know um, a lot of areas have shied away from that and it seems like Mount Hood's doubled down and um, recognizes what a resource that is. Um, and also when I look at it being Olympic sized, it's exhausting just to look at it because it's so hard to swim in an Olympic sized pool with how long it is. The other thing I would say is that um I was intrigued by the 60th anniversary because Centennial will be celebrating its 50th anniversary next year. So um I think Chief Andre and I would like to
131pick your and your team's brain as to how you're approaching that because that'll be a good opportunity for us to galvanize our community as well. So, I appreciate you adding that um element in there. >> Well, thank you so much and we'll say good night. You are more than welcome to stick around, but I know that that's something you get to do on a regular basis. So, >> thank you. >> We'll say good night to you both. >> Thanks for the opportunity. Take care. >> Superintendent Owens, you are next in our report list. >> All right. I've got uh depending on how you uh take this, it's a longer report, so that's either good or not. We'll see you. Um, greetings board directors. It's my pleasure and privilege to share with you this update about
132happenings in our school district. Each year, Centennial School District recognizes Administrative Professionals Day as an opportunity to thank the staff across our schools and offices who keep our system running dayto-day. The roles vary widely and are essential to the functioning of our schools and district operations. Earlier this week, district office administrators recognized our administrative assistance with a small appreciation event, including a salad themed lunch served by the administrative team. This evening, I also want to recognize executive assistant to the superintendent and board of directors, Missy Gindle, who is supporting tonight's meeting. On behalf of the board and administration, I want to thank Missy for her continued professionalism, organization, and support. Yay, Missy. As mentioned at the beginning of the meeting, this year's teacher appreciation week is May 4th through 8th, 2026. Teacher Appreciation Week provides
133an opportunity to recognize the work our licensed staff do each day in support of student learning and success. In recognition of our licensed staff, we will be hosting a teacher appreciation breakfast on Wednesday, May 6th at the Centennial Middle School cafeteria from 7 to 9:30 a.m. Board members are welcome to attend and you will soon receive a calendar invitation from Missy. And if you're one of the folks who received one of those aprons from dining services, I know director Salaski likes to represent that when she comes. Um, I mentioned in my report earlier this month, and it's worth mentioning again that our annual Connect to Kindergarten event on is on Thursday, May 7th from 5:00 to 7:00 p.m. at each of our six elementary schools across the district. During this event, attendees can meet the
134principal and teachers, learn what to expect during kindergarten, tour the school, explore a school bus, visit a kindergarten classroom, and receive uh registration information, as well as register for the early kindergarten transition program, dates of which will be available in May. School tours will happen between 5 and 6 with online registration assistance available from 6:00 to 7:00 p.m. Any child who will be five years of age or before uh September 30th is eligible for enrollment in kindergarten at their designated neighborhood school. Information and instructions for online registration are available on the district website. It's time to start talking about summer school. Centennial School District is planning for summer learning opportunities for elementary, middle, and high school students as we await notification for of the state summer learning grant funding. This year's program focuses on academics
135with an emphasis on literacy with targeted programming by prioritized grade levels that include structured literacy, transition supports for key entry grades, and math skill development for secondary students aligned to grade level expectations. At the elementary level, the program will serve students in grades K through two and will be held at Meadows Elementary School and Parklane Elementary School from July 27th to August 24th, operating Monday through Friday for 5 and a half hours a day, meeting the required instructional minutes in the grant. Students will receive breakfast and lunch at no cost, and transportation will be available for qualifying students. Students currently in grades three through four will participate in suncoordinated experiences that blend academic and enrichment opportunities throughout the day concurrently with the academic summer school. At the middle school level, the academic program will serve
136students in grades five and will be held at Centennial Middle School over the same July 27th through August 24th window, operating Monday through Friday from 9:30 to 2:45. Current sixth and seventh graders will participate in some programming concurrently. At the high school level, programming will include nth grade counts focused on transition and readiness for English language arts and algebra success as well as credit recovery at Centennial High School and credit completion through Centennial Virtual Academy. While the overall structure is similar to prior years, the scope of the program is aligned to the available resources and staffing with a focus on delivering a highquality targeted experience for participating students. Additional uh details regarding enrollment and participation will continue to be refined as implementation approaches. Last Wednesday, April 15th, staff from every school participated in the fourth
137and final session of our four-part professional learning series facilitated through our partnership with West Ed and supported by an Oregon Department of Education grant. This series is designed to strengthen tier 1 equity teams in translating our equity commitments into building level professional learning and classroom practice. The April session titled Making Student Worlds the Center focused on how school systems and classroom practices helped shape students uh sense of belonging and engagement. Building on prior sessions, participants examined interpersonal instructional and instructional practices. Excuse me. Uh sorry, let me read that again. Participants examined interpersonal, instructional, and institutional practices that can either support or limit students access to meaningful learning experiences. Teams analyzed barriers facing specific student groups and identified research informed strategies to better connect instruction to student identities, experiences, and communities. The session also included dedicated
138time for school teams to begin developing action plans and align this work to upcoming building based professional learning. The session marked the conclusion of the four-part series with schools continuing this work through ongoing professional learning aligned to the profile of a Centennial graduate transformative standards in the district's broader equity priorities. Our next level of work is to embed explicit equity centered professional learning into our school-based professional learning plans for the 2627 school year. Today, Centennial High School staff participated in the spring 9th and 10th grade data summit, continuing a series of structured opportunities for teams to review data, reflect on instructional practices, and plan for improvement. This session focused on strengthening proficiency based practices with particular attention to how cl how clarity and learning targets, tasks, and grading practices impact student outcomes. Staff engaged in
139examining learning maps, refining expectations for proficiency, and considering how instructional design influences the level of thinking students are asked to demonstrate. In addition to this instructional focus, teams analyzed current data related to grades on track indicators aligned and aligned to the school improvement plan. This analysis supported the development of targeted action steps at the grade level and content area with an emphasis on improving student access to rigorous standards aligned instruction. The day concluded with dedicated time for instructional planning, allowing teams to align next steps to both their data analysis and ongoing professional learning priorities. This week, the district launched the spring cycle of student and staff perception surveys with administration taking place between April 20th and April 30th. These surveys are designed to gather feedback on student belonging, safety, engagement, and learning, as well as
140staff as well as staff experience, and are a key component of the district's ongoing work to strengthen systems of evidence and continuous improvement. Survey results will be used both at the school and district levels to improve planning and will be incorporated into the upcoming data summit work later this spring. Sorry, the graphic. Last week, the district responded to confirmed measles exposures connected to Centennial Middle School and through contact tracing to a single classroom at Meadows Elementary. According to the Multma County Health Department, this is the first identified school-based measles exposure in Oregon and required immediate coordination with the Oregon Health Authority, Multma County Health Department, and Multma Education Service District. In collaboration with public health officials, the district implemented required notification and exclusion protocols while maintaining the confidentiality of individuals involved. Staff identified as having
141potential exposure were required to provide evidence of immunity and those unable to do so were excluded from the workplace in accordance with public health guidance. Similar processes were followed for students with plans developed to support continued access to learning during any exclusion period. As a district, we work closely with Multma Education Service District and our school nurses throughout the school year to ensure students meet immunization requirements by the annual exclusion date. This year, that was March 4th, 2026. High rates of immunization for the Centennial School District and specific schools were noted by public health. District communication to staff and families emphasized the importance of reviewing vaccination records, staying upto-date on immunizations, and being prepared to provide documentation of immunity if requested. Guidance also included monitoring for symptoms, and following public health recommendations to reduce the
142risk of further spread. To support our community, the district partnered with Multma County Health Department to host virtual information sessions for staff and families on Monday evening and provided an opportunity to share information and respond to questions. The district remains in close coordination with public health partners and will provide updates as needed. Yesterday, we held our annual elementary FTE allocation meeting to review projected enrollment and determine staffing allocations for the upcoming school year. Dr. Katsuda, Director Sutherton, Meadows Elementary Principal Lisa Klingan, CEA President Drew Rosa, and incoming CEA Vice President Eron Bloomink, and I worked together to determine how teaching positions would be allocated across our elementary schools. Those allocations will be provided to principles in the coming days for sharing with their staff. We plan to work with principles at the secondary level in
143the next week or so on their respective allocations. As in prior years, this work requires balancing projected enrollment, staffing resources, and system level priorities to best serve students across the district. We anticipate posting any resulting vacancies in the coming weeks as part of our regular hiring cycle. Work on the 2627 school calendar is ongoing with the calendar committee continuing to meet to develop a proposed calendar for board consideration. As part of this work, the committee is exploring potential adjustments to the weekly schedule, including a shift from late start Wednesdays to an early release model. Options under consideration include regular early release time to support educator professional learning, such as shorter weekly early release or a combination of weekly and monthly extended early release days. This exploration is intended to better align with our district strategic
144plan roadmap 27 by creating more consistent protected time professional for professional learning across the district. The district has also initiated outreach to families through a brief survey to better understand the potential impact of these changes, including considerations related to child care, transportation, and work schedules. It's important to note that no decisions have been made at this time, and family input will be used alongside staff feedback to inform the committee's work. The committee will continue meeting in the coming weeks with the goal of bringing forward a calendar that balances student learning time, staff professional learning, and the needs of families. Finally, you have likely heard about the recently issued executive order 260 related to preserving student instructional time and the associated temporary rules adopted by the state board of education. At a high level, the order
145prohibits further reductions in instructional time and requires districts that have reduced time in the current or upcoming school year to develop plans to restore that time by the 202728 school year. These provisions apply even in cases where districts remain above minimum instructional hour requirements. At this time, we're reviewing the order and related guidance to understand any potential implications for Centennial. Based on our current planning, we do not anticipate a significant impact as we're not relying on reductions to the school calendar such as furlow days to balance the budget. We will continue to monitor additional guidance from the Oregon Department of Education as the rulemaking process moves forward. And with that, I invite any questions or comments you might have. And that concludes my superintendent's report. Thank you, Superintendent Owens. Let's go through the reverse list
146uh of our directors. So, we're going to start with you, Director Sleski. >> No questions. >> Director Newman. >> Uh, thanks for the comprehensive presentation. I don't have any questions tonight. >> Dire, excuse me, Vice Chair Moring. >> No questions this evening. Thank you, >> Director Lynn. >> Oh, excuse me. One question on the student survey. Is there any portion of that um that is have we added anything in terms of them adding an explanation? Say if they give a very poor score, um if they feel safe or anything like that, is there any um where anywhere where we're asking why? >> Dr. Katuda, can you speak to that please? in this round of surveys. We have not adjusted that to add an open-ended uh question there. No, we haven't. And it's not to say
147that in the future we wouldn't adjust it. Uh and we have other u avenues for uh us to assess whether or not students um you or outreach to students to make sure that if they have some concerns or some issues that they'd like to express to get support, they can do that. >> Any followup, Director Lynn? >> No, thank you. Director Harden. >> Uh yeah, this is in thanks for the report. Uh great job. Lots of content there. Uh my question is in regards to the measles exposure. What was the impact on attendance of our students and staff? Um and has it rebounded since uh over this week versus last week? >> Yeah, good question. Let's uh we'll turn that to Dr. Katsuda and Director Wright. I would say on the staff uh piece, we
148were pretty concerned at first because I don't know about you, but um finding your immunization record, even if you've been immunized, you had to prove that you had been. And finding those records isn't easy. And the initial conversation we had with public health was um around 3:00 or 4 p.m. on Monday afternoon of that week. And they wanted that turned around by the next morning. And that was just simply unfeasible to operate school effectively. And so fortunately they were able to give us a couple days of grace um on that aspect of it. And so um from that point Dr. Cassuda was tracking with um principal Alli Markx um who had not provided at that point and what the sub situation needed to look like. Long story short um there was some impact but we
149were still able to operate school and Dr. Dr. Katsuda was able to provide me with a daily rundown of staff attendance to just provide assurance that we were covered. Um Dr. Katsuda, if you could um expand on that as relevant and then director Wright, if you can speak to student attendance, that would be helpful. >> Overall, uh after the initial contact with the district, we had about 20 staff who couldn't prove immunity. Um they uh overall uh with a very few exceptions were really diligent and reached out to to uh a variety of sources to confirm immunity either through tighter testing or they continued to seek their their medical records to be able to prove that that number dwindled pretty quickly. Within a few school days it was down to about five uh and then
150one and that's across classified and licensed staff. Um, so and the district also uh made efforts to do uh Denise um helped coordinate uh efforts with a pop-up tighter testing uh clinic so that folks could get that done. But by the time we had that up, which wasn't actually that long from the moment we were informed of this issue, uh we only had a couple staff needing it and in the end we only had one staff needing um that testing. So, um it happened pretty quickly and the staff responded pretty quickly and we were able to fill most all uh positions uh with subs and then we got a couple floater subs to make sure that short staffing do put extra additional pressure on on the school which can happen in these cases. So um
151I I think uh thanks to the swift thinking and diligence and persistence of the principal who really uh supported us in all the detailed tracking, we were able to respond pretty pretty quickly. >> And due to the high rates of immunization and vaccination at Centennial Middle School, there was a very very small number of students that had to be excluded. Um and so it did not impact overall attendance at either of the schools. It was really to a really really small group of um less than 40 students at 10 Centennial Middle School and three students at um Meadows. >> Great. Thank you for the information. Appreciate you guys follow. >> Oh um Chair Shields, >> I'm sorry guys follow I'm sorry followup. Yeah, >> just on that. Um, of those employees, were there any uh
152discovered that were either supposed to be vaccinated or said that they were vaccinated and yet couldn't then couldn't prove it? >> No, I think the the staff self-reported pretty accurately. Um, I think as is the case with many of us who were vaccinated decades ago, uh, when you feel like you're immune and you can't find your records and you go get the tighter test, you might find that you're not as immune as you thought. And I think there were just a couple cases like that. But at this again, the staff were really diligent and as soon as they had that information, they acted on it. So, >> and are we implementing anything at the remaining schools if and when the cases might pop up there that we already do have those records ready to turn
153over to the public health department? >> Um, so that is a really great question because we've done some work to try to be more preventative or ready in the case that it happens again. We we were informed by public health department that they couldn't do the level of screening with the hundreds of employees that we had like sort of pre-screening to determine who might have records of immunity and that they would coordinate with us pretty quickly uh if it came up again in any of our schools. And we have all of the records. And the great thing uh unfortunate thing is it happened. The good thing is we've kind of developed some systems uh so that what if it ever did occur again, we'd be able to respond um even more efficiently or quickly. So,
154>> we've sent also sent information out to our staff to get their documentation ready in case this happens because in this case, people were flatfooted. They didn't have their documentation. They didn't know to do that. So, we've sent information about that and I know that principles are reinforcing that message so that if there is an exposure at their schools, they are prepared to be able to show the documentation. We're not um proactively collecting that documentation, but it is something that we're asking that if there's another instance that that happened. Director Wright, did you have anything to add to this? Okay. I >> was going to say the exact same thing. So, there's several ways that staff can prove immunity. And so to Superintendent Owen's point, it can either be through your actual immunization records, it
155can be through the tighter testing. And one thing, this is where our partnership with um public health is really beneficial is that Dr. Katsudo was able to provide a spreadsheet of staff. They were simultaneously looking specifically. So we had multiple entry points where we had staff who weren't able to find that information and yet public health was able to find that. So, it comes at several different points and again we're reinforcing to everyone find your documentation and or get the tighter test and those are the ways um as well as if you're not exposed right now you can also get um your first dose of a measel shot as well. >> Thank you. Uh, thank you. That there were a lot of questions around this whole process, right? And being the first school that's had
156this happen, are you are are people looking at us in terms of a reach out to see how well you've done in case it's coming their way or they're just born to be reactive like we had to be reactive? >> No, they don't want to look at me or or talk to me about it. I was at a superintendent's meeting statewide on um Friday of last week and they just want to bury their head and pretend it like it might not happen. I'm kind of joking, but no, nobody's asked about it, which is kind of funny. >> Chief Officer at Christine, >> I will say in communications world that works very different. I've had several conversations with other districts, including reachouts um around how we handled communications and notifications and how we did with our
157media response. So, um I think in some positions there is an interest um probably maybe not at the higher district levels, but um there's, you know, always some silver lining to being first is being able to help uh others with lessons learned. >> Thank you. I appreciate that. And one question, Superintendent Owens, um the school and maybe um also others, the school calendar, what is the if I missed it, I apologize. What's the timeline for having that published for our district and our families >> as far as having the calendar available? >> Yeah, >> there's not a hard and fast. We don't have like a in the policy deadline for having that, but you know that people want to be able to plan off of that. So, our plan and Dr. Katsuda, if you have
158anything to expand on this. Our plan is to bring it to the first meeting in May uh for the board's review um for first read and hopefully an approval if it meets your satisfaction. Dr. Cassuda, anything to add to that? >> Good. >> Okay. Thank you. Uh so that's all of the questions I believe and it did unless it sparked another question. Anybody? Okay. Good. And back to the agenda items. May I have a motion to approve confirmation items as presented? >> So moved. >> Can I have a question on the confirmation item? >> Yes. >> Uh just on the uh soccer trip, I was looking at it and I'm not seeing any kind of budget or um kind of breakdown on the fundraising or funding out portion. Did I miss that or >> Principal
159Miller, are you able to speak to that? Yeah, that they are doing fundraising or they're planning to do fundraising as part of it. I thought that was actually attached. I'll look at it. >> I saw that mentioned. I just don't see any breakdown or any kind of budget quantification of just how much this is how much this trip costs. >> I I'll look into it and I can get back to you. >> Awesome. And just the comment, it'd be great on these forms if we could just have those already those questions kind of already answered. of course with the awareness that you know not every you know number can be dialed down but it'd be great to have those so that we could compare them when they come before us. >> Thank you Director Lynn.
160Um then it's a good point. We'll be looking at the field trips and other trip policy is um one of the superintendent committees and we're trying to figure out all of those types of questions that do need to be you know that are asked to be answered within the documentation. So that's a good thing to double check on um for for us in that committee. Um but does that any we have a motion to approve? Do we have a and you want to be the second director Lynn? >> I believe uh Director Slowski does. >> Oh, all right. I have a motion and a second. Do I have Missy? Am I good with the motion and a second or I am? >> I have that Director Salowski move to approve confirmation items. I do not
161have a second at this point that I may may second that. >> All right. >> Thank you. Okay. It's been moved and seconded to approve um the list of confirmation items as presented with an additional question related to that that principal man will be getting back with us about. All those in favor raise your hand and indicate by saying I. >> I. >> Thank you so much. I appreciate that. Um, Director Moing had has um just step aside for a moment. Um, so we'll not record him in that particular vote. All right. We are now at board action items, old business. 7.1.1 boarding discussion and the board retreat. Um, I'm going to impose upon both um, Superintendent Owens and our executive assistant, Missy Gindle, to help us with reminding us the kinds of things that
162we need to know to be able to schedule or have a calendaring discussion and the board retreat discussion. See how I just passed that on to you, too. I'll let executive assistant Grindle start. >> There you go. Thank you, Superintendent Owens. I appreciate that. So, um >> this topic in particular, we are trying to and thank goodness for Chair Shields to try to get some things on the calendar as we move forward into the summer months because we do get very busy. Uh and so this topic came up in regards to having a conversation around when a board retreat could be scheduled for the summer. Um we only have a few more meetings left as many of us know and we do have a meeting in July and other than that then we'll start into
163the new um school year in the fall. Last year we did a retreat. I believe it was the first week in August. Um we had a full about six hour retreat during the day. And so this is really just uh on the agenda to open up the conversation to see if and when we want to go ahead and schedule that retreat. Is that helpful, Chair Shields? >> Yes. >> Awesome. >> It's also a requirement um that we must have um a meeting in July period end of quote. Um, what I guess what also our interest would be is that just as you were mentioning about people wanting their calendars as early as possible, if there's already time within your summer months, especially July and August, that you absolutely know that are a no-go because you
164already have plans, we really are going to need to discover what those are. And so we probably will be doing some kind of a polling um or or at least an email out to you to say, "Hey, if you've got dates that you already know that don't even ask." Uh that might be a place for us to start and then getting, you know, getting information back out to saying these are the potential times because we are aware that um hey, our lives are very much um scheduled by activities. our summer is short and so we often have things that we've already figured into the schedule. Um any comments though right now from board directors and this is a free-for-all please um about your summer schedule or what to take into consideration. >> Don't both speak
165at once there. Director Harden. >> Um, personally, uh, I will be out of the country from, I believe it's July 14th, 15th, um, until Yes. Uh, July July 14th until August. I think I come back on the 9th or 10th. >> Well, >> we'll be through the 8th. It's like three weeks that we're going to be out of the country. >> Nice. >> I will be pretty useless. >> That's helpful. I mean, if you already know and and directors, if you do already know and you'd like to share that with us right now, that's that starts to narrow it down for us right away. Um, also in July, I think just before uh, director Harden, I'll be unavailable about July 7th through the 13th, >> which is a it's like a Wednesday through a Monday.
166>> Thank you. Appreciate that. Others looking at their calendar knowing July and August um, or the dates that And there's nothing. Well, no. We may maybe I'm going to make a statement and um Missy, you might need to correct me on this. I know we're required to have a meeting in July, carried in a quote, but are we can we combine excuse me, can we combine the July meeting with um the board retreat? Can we have just one meeting for the July August? >> You can. Yeah, absolutely. you do need to have a meeting in July because that determines um all of the business of the district and how things are managed. So, banking, attorneys, how we do our business as a district. We need to set that and establish that in July. So, yeah,
167that's the importance of that July meeting. Plus, there also is board leadership is determined in July as well, >> right, >> for the year. So, there's some big things that happen in July. And if we do continue with our our cadence of scheduling, if we do do it on a Wednesday, the second Wednesday of the month, that would be July 8th. That's where that would fall if that's what the board determines. They would like to have their meetings. So, >> all right. Anybody else would like to give some input about No, don't do that because I won't be here. Obviously, we need a quorum. It's always best when we can all be available and we want to strive for that. Um, and just looking at Director Harden's situation and director Newman, we're looking at that
168first week of July. So, let's we'll play with those dates. But if you maybe do it this way now that you kind of know uh what we're looking at, we could be Hey, that's my birthday. We could be looking at the very first meeting on July 1st. Um but then again, we know we get uh you know something going on with uh the 4th of July. Yeah. Um but we do not have to have it on a Wednesday. That isn't that isn't necessary. We can we can do it on a different date if we um if need be. So, frankly, with Director Harden and Director Newman's input, which thank you so much, we would be looking at anything um July 1st, 2nd, 3rd, that gets you right close to the 4th of July, but maybe
169coming back on the 6th. I don't know. Well, I think Missy, that's enough to at least start pulling people on. And if we can get a minimum of a quorum, but like I said, I don't want a minimum of quorum. I want us all to be there. They have always important stuff to talk about and it's important for all of us to be involved. So let's work on that. As director Harden, >> can I make a recommendation? >> Yes. >> As well that it's not the Friday or the Monday around the 4th of July. >> So that would get us on the 1st or the 2nd >> or the 7th or the eth, right? >> Uh seventh. Director Newman's gone. >> Oh, that's when you leave. Okay. >> Yeah. So then that that I mean
170it's good. We can start to narrow it down. So 1st or the 2nd first I mean it's first or second because Fourth of July is on a Saturday this year. But does that mean people take Mondays as the >> date if you're on a regular calendar situation? I mean, our schools calendars are different than the kind of the real world. Like, would banks be closed on the 6th or they going to be closed on the 3? I honestly don't know the answer to the question. So, um, we'll have to look at that as well. Okay, Missy. >> I don't know either, but that's what I suggested. Yeah. >> Okay. Yeah. No, I appreciate it. Thank you. Um, and if we can get everybody there, woohoo, we'd be doing great. All right. um updates from sorry
171updates from the superintendent committee and I don't have my list I should have done a better job I don't have my list in front of me at this point in time I can tell you about our policy in relation to the um field trip excursions um we have been working with Missy she has been collecting the biggest thing is our our collection of data and so if we're getting pretty close, if not guiding all of that, then we'll be scheduling a meeting to review because as you know, our goal is to have a policy that is um useful across the district. And then the forms even though like Director Lynn mentioned, you know, could we have a form that everyone would be filling out as it relates to field trips that are out of state
172or out of the area so that we could look at costing? We want to look at what the best practices have been, pull it together, put it on the intraet so that um we don't have uh silos especially in our elementary schools because they have individual ways of doing things. So it's a goal of ours to get there. It would be great if we could get it done and in front of you so that it would be something that could be applied to the new year. So, um I'll just say that from the committee that I'm supposed to be facilitating. Um others in terms of facilitators and updates from your groups, we do have a presentation tonight from the board operations um group. So, we don't need a report on them because we're going to
173see it. >> Shields. >> Yeah. I believe on the board stipen policy. Um, please, Superintendent Owens, correct me if I'm wrong, but we should have every all the questions answered and have that ready next month. >> Yeah, I've been working with uh Missy on working with OSBA to get a sample resolution uh that would be accompanying the policy and then the mechanics around how that would work for the board's consideration. And then um Vice Chair Moing had brought in a concept as far as how the um stipen would potentially work um if a board member was brought on board uh through an appointment midstream and what that would look like. So um that's potential language for the draft policy for the board to consider, but our hope is to get that at the first May
174meeting to your question or point Director Lynn. >> Thank you. other review committees. >> I believe we're trying to get something on the books for all of us. So, um that's what policy is that >> oh a budget committee policy >> budget committee. >> Yeah. >> Excellent. Any others? We're good. All right then. Thank you. I I what I hear is that everyone's working on it and trying to get it done and that's what we want. Um it's just it's excellent to hear that we're we're getting some things accomplished in that area. So we'll be on to new business which is the first read of policy BK evaluation of board operational procedures. And from that committee I is that director Newman who's taking that one on? Honestly, I don't I know. >> I do believe
175Director Newman stepped in for Director Stanley on that. >> That's what I thought. All right. So, Director Newman, are you back at your at your computer? He might have had to take a moment away. Anybody? Hi. I can see. Ah, there you are. So, Director Newman, we're looking for um just some information about our the policy that you >> group has um presented tonight as a first read. >> Yeah, sorry about that. I had to unplug my computer from all the things for a moment here. Um, so let me go ahead and uh share the the policy as we have in here. Um, to kind of to cue it up a little bit, um, uh, Vice Chair Moing, um, Director Stanley and I and Missy met to just to look at the policy. Um, we
176the policy was really quite old. um I don't remember the exact date of adoption but like 10 years at least and um OSBA had actually put together a recommended policy since then that is newer um and shorter and so we talked we talked quite a bit sorry I'm I should stop trying to multitask I just said this in a meeting at work today too uh multitasking doesn't often go very Well, uh, do you all see? >> Yes. >> This and I think it's doubling our view, too. Here, let's go ahead. Um, so we're looking at a really a pretty dramatic simplification of the uh board. It's basically policy BK is is board self-evaluation or board evaluation. um we don't think it's really been happening even though it was in our policy to be evaluating ourselves
177annually. Um and we talked about a couple of different levels of of way evaluations can be done. One is the board and and the director cabinet can do a self-evaluation. That's sort of like level one high level or not high level but um lower effort I guess level a second level would be board and the cabinet and then also school getting import input from the schools about board performance. Um and then finally a 360 we're calling a 360 evaluation which would involve uh community members too. Um, as you might guess that there there could we would be looking at outsourcing for help for some of the the more extensive evaluations and that would uh have a higher cost. Um so what we were recommending is or coming to a recommendation is that as a board
178we start at kind of the self-evaluation but plan on uh expanding and doing like a phase one self-evaluation maybe next year um expanding the evaluation more and then uh looking at doing a 360 at least every at some frequency every few However, what we're reflecting in the policy is something very simple. You see the the the old version or the version of the policy with the um crossed out what we're looking at striking and something very simple here. The board will plan an annual evaluation of its function as a board. This evaluation may be broadly based on relationships and activities or may focus on a particular area or activity and the board may hire a consultant to assist with the evaluation and really kind of keeping it simple there which opens up our options to
179uh conduct evaluations in different different ways uh over different years. Uh Director Moing or uh Mrs. Gindle, do you have anything to add? And I do know Rose has your hand up. >> No, I don't have anything to add. Thank you, Director Nino's a very concise summary of our policy's work and um we intent just just adding on we intentionally kept things vague on the policy itself uh because there could be future boards thinking of future boards who may want to conduct evaluations in different ways versus locking people into a specific set that may not make sense in 13 years when you know when this one was last revised. um were first created in 1985. So just preserving flexibility in that regard um on that. >> All right. Um Director Salowski, you had you had
180your hand up first if you want to speak. >> Yeah, I have a couple questions and really getting into understanding the intention of behind why we want to be reviewing our participation. I think that um like the whole board doesn't see the amount of work that goes into the the superintendent evaluation that happens. Um but this would it be happening at the same time and who like okay um what would we do with this information? what measured difference would you expect from the board as an elected person based on this information? Um, and then what is the cost? I I think that um I understand that it's important for us to evaluate ourselves and the way that um that I had done it for the past several years was in our retreats really making it
181appointed having a conversation about what's working, what's not working. Um, but asking folks to do a lot of work, I it makes me nervous for what are we even going to do with that, right? Are we going to pat ourselves on the back with it? Are we going to share it with the community? I am really about like before I take on extra work, I really have to understand the intention. Um, and I'm just going to leave it there for right now. >> That's a good question. I'm I'm trying to pull together my my thoughts and response. Um Okay, so your first question >> and you don't have to you don't have to respond to everything now. I can just be opening up questions to think about. >> Yeah. No, I think it is a
182good question. Um though I think some of the things that we're talking some of the some of the there are we have some guidance there was some guidance that was presented during our committee meeting. um that could go really detailed. We could have a lot of standards that we look at about do how some of it could be as simple as it might be looking as like how are we engaging with the community or how are um we how well do we as board members know the the strategic plan? Can we recite the strategic plan? Um, and then we would take this, uh, please keep me honest here. Uh, uh, Vice Chair Mor, we would take this information and we could use it as part of setting some of our goals, um, for for the
183course of of the year or the next year. I guess it would depend on when we do it. We didn't really discuss too much about when in the year this this evaluation would occur. >> Yeah. To add to that, if I could really quick, Director Sloski, um we would be um for the the initial evaluation, we would be um contracting out to OSBA who already has a wellestablished process and procedure for this. The cost, I think, is only $950. So, very minimal um considering the the kind of financial and fidiciary responsibilities that we have. Um and within that there are literally dozens of um points to reflect on and OSBA would kind of guide us to say what are the areas where we want to improve what are they would ask us what are our
184objectives with the self- evaluation which is right accountability to the community accountability to ourselves trust cohesion government governance quality you know all those things together and um and then from there and as director Newman said, you know, this this would be a more formalized process that we are proposing to go down um with this particular group of of board members. And we see that yes, it will require us to put in a little bit of work. We don't see that work as being cumbersome. Uh and and then timing wise, yes, we hadn't figured out since we don't have a new policy to to act on yet. So that's kind of where we're at on that, but we wanted to make sure we brought it to all of you for this first read to get those
185things so that we can go back and and refine it for our next goround. I think uh director Newman said mentioned something that kind of like was my fear was then like well yes we would use this to set goals and like I mean I don't know if we need goals outside of everything that we're already doing trying to lead our school um district but I again I'm open to more conversations about that. I think that um the other piece is that a lot of boards don't have the operational agreements that we have between ourselves and the superintendent. Um and so I like I would want to make sure that like part of this um holding ourselves to a high standard was why we created those board operational agreements. And so I would encourage us
186to to try to align them some way if that's what we're doing. >> Thank you for your time. >> Yeah. >> Director Harden's next. >> Yeah. >> Uh yeah, same same questions as Rose. That's the same feedback I would give. um timeline um would be good like what who is going to decide it and when like when is the rubber meet the road? Um I think maybe I see this wrong but I see policies as a little bit of a SOP or standard operating procedure style. Um and this just feels a little too vague uh to be quite honest. I don't know the goal. I don't know the timeline. I don't know uh who's making the decisions. Are we working together? Um all I see is we're going to do an annual evaluation or we're
187going to plan to do an an annual evaluation. We're not even going to have it. We're just going to plan it and then if we need to hire a consultant, we will, which people in the community love it when we hire consultants. Love it. And so, you know, kind of picking back on what what Director Slowski was saying, let's have intent with it, with what we're trying to do. Let's not do it because the policy says we need to do it. We've never done it. Let's have some intention on what we're trying to do. >> Oh, sorry. >> I was just say I appreciate both of your feedback. I will I do think it's worth pointing out that we do currently have a policy about evaluation that we are not complying with um that that
188is more prescriptive but also I think I don't think is necessarily any really that much more that much less vague especially with regards to your concerns. Um, uh, I think maybe a little direction from you if you would prefer us to to to go back to this before we bring this to a vote. Uh, is kind of is kind of the impression that I'm getting from from you. Uh, and >> Chair Shields seem to be nodding in agreement. >> Oh, yeah. Here here's here's let me let me jump in really quick there chair shields if we look at the last line that struck through on the old policy the evaluation be at least once a year at the conclusion of the process the board will formulate objectives for the up for the ensuing year so
189if we did this exercise this past summer I I have to be honest I'm not sure what our objectives for this coming year were and that's not the you know that's you know this is this is you know open dialogue not this didn't this or did not happen or which way it did happen or not happen. It's, you know, were we even looking at the policy that we've had on the books, you know, were we adhering to that why or why not? And it just seemed like we weren't quite getting there with such specifics and so this was kind of resetting what the evaluation is and um going from there. Director Lyn, do you have any questions before I get in there? >> No, I would just say I certainly don't want to do anything
190that wastes anybody's time. Um, and just to point out one of the uh lines crossed out, the primary purpose of this is to improve board leadership. >> Yeah. And I don't know what that means, right? because is that board lead we've been using board leadership as kind of the um the chair and the vice chair or leadership in the district and in the more broadest of its terms that you that would need a little clarifying I think um to that sentence. So um committee members the highlighted um area is that the new language from OSBA >> nearly word for word. Yeah. >> Okay. Well, that that's helpful to know. Um, I really think that uh I with Director Harden and Director Sowski's information too, how we might incorporate our own procedures as it relates to
191the operations agreements, the operational agreements. Um, I don't know if we reference them back to this, but I think that that would be important, a sentence or two because frankly that does kind of evaluate how we're doing at least in terms of communication and the work that we do. I I'm I'm curious about do we have objectives that are outside of what the work that has to be done and as it relates to what we do with the district with strategic planning and or long-term facilities planning. this board seems to be quite busy with an with a lot of different things that so that would be my question and then um if and I'm a punctuation geek so poor Missy knows this about me the sentence um first paragraph second sentence this evaluation may be
192broadly based on relationships and activities so the way it's worded it's either it's relationships and activities Um the operational agreements that we have are have both those things as well. That should be separated with commas in some form or fashion because relationships and activities are not necessarily hand and glove. They can be two separate things that can be evaluated. So based on relationships, comma, activities, comma, or may focus on a particular activity or area. That would be um that's just a grammar kind of thing that I would um go with. But I do want to support the others in their com in our commitment to our operational agreements to somehow put that in the procedure of evaluation if we're going to move forward with this. But I certainly have appreciated the discussion tonight. This is
193good. I really appreciate the discussion and it punctuates why we're going to need first reads because you two have been working on it hard with with Missy's help. Now we get to have an opportunity to to think about it um and maybe even offer suggestions now that we see it so that you have something to chew on if that's real technical term. >> Absolutely. the spirit of the process, right? >> Bring it to everybody, give feedback, refine where needed, >> and then come forward again. >> Perfect. So, is there anything else um that uh anybody else would like to give feedback to the group and play with a little bit? I mean, I I would love to look at the operational agreement language that we already have and see what we could do about putting
194it in here. At least it ties us back to that circle because that might be just enough of of an evaluation for us any given year, especially in years where we have that planning that is happening or or other types of things like long-term facility planning that board, whoever's managing their time at that time can say that's an evaluation of and to itself how we involve ourselves with that. So, appreciate you guys bringing it forward, working on it. Um, >> I do I do have one if if if we move off of this >> um to director Lynn's comment. I'm curious what would you find director Lynn to not be a waste of your time in a self- evaluation? >> I can look into that and send you guys some comments. Thank you. >> Okay.
195Thank you. Um All right. that I believe that's the feedback. So, you're going to take that back and and work with that a little bit. So, let's move on to future agenda items. And before I turn this over to Superintendent Owens, I was looking at my calendar and we have the um um April 29th, we have board coffees. Missy, have you heard from everybody or do we need to poke poke people? something like that. >> Yeah, let me take a look. See, and just to confirm, um it looks like in the morning, if I may, we've got uh Vice Chair Moing, Director Harden, um and Chair Shields, if you're able to join. >> Okay. >> And then in the afternoon, we have Director Stanley, Director Newman. So, I do not have director Lynn. >> Okay.
196I think and director Salowski. So do the mornings or the afternoon? >> What time is the afternoon session? >> It is from 4 to 5:30 on Wednesday the 29th. >> I can do that one. >> Okay. So I'll go ahead and include a calendar invite to you right now. >> That's April 29th. >> Yes. Yes. Wednesday, April 29th. >> So just maybe a refresher for all of us on that one. if if need be, just because it's, you know, things that get scheduled so far in advance sometimes it was like, did I even respond to that yet? So, >> and I honestly I was like, didn't we just do board copies or there's another one already? >> Okay, that's cool. >> So, just Okay, that's that's good. And then one more thing before I turn
197it over to to um Superintendent Owens. Missy, thank you so much for your leadership. I mean, oh my gosh, how many times have we said, "Well, let me see. Let's check with Missy." Because she like knows all or knows who to go to to get information for us and uh or just steps up and says, "Yeah, that's something I can do." And gosh, um it's so important to have >> an executive assistant like yourself. And just I know it was in um Superintendent Owen's report, but we didn't have a chance to just say, "Hey, thank you for all that you do for us." >> Thank you. I appreciate that a lot. It's such a joy to work with you guys. >> I would love to piggy back and just say you have raised the level
198of professionalism in this board since you've been here and it's like it you've been such a welcome addition. Um, and you have ingratiated yourself into this team and now I don't know what we'd do without you. >> Oh, thank you. I'm the honored one to be able to work with you all. So, I'm very fortunate. Grateful. So, thank you. >> We were we were glad you took us on >> board. I can't even imagine being a board, you know, administrative assistant. This is a lot of work. Hurting cats. All right, Superintendent Owens. We don't have a superintendent. appreciation day, do we? Darn. We're gonna have to put something in. >> Every day is superintendent appreciation. >> There you go. Um, buckle up. It's May, so we've got quite a bit here on the docket. Um,
199recognition of CHS club awards. We had that um, Principal Miller moved that to May just because athletics was so substantial. Uh, triple C recognition is on deck. Um, hopefully that'll be ready for the first May meeting. It is AsianAmerican uh and Pacific Islander Month and so there will be a proclamation uh for the board to recognize that Patrick Lynch Elementary School will um be representing with a report as well as a Peabot safe routes to school report with Ian Ree um our safe routes to school coordinator. Our non-union and administrator agreements um will be ready by then um or should be. our school calendar for 2627 um will hopefully be there. We have board and budget meeting calendars that um will hopefully accompany those as well. A social science adoption um that director Olsen is
200working on and maybe a policy or two including um the board member compensation and expense reimbursement that director Lynn spoke to earlier. And we also um have the topic that moved tonight the board meeting scheduled day of the week. So a lot on deck um in May. >> Excellent. Board directors, by the way, I really appreciate us sharing and reading in the proclamations. I just I love hearing your voices and and your, you know, just the input for those proclamations. I think that's really important to to hear all of us um affirm these things. Um questions or good of the order before we adjourn directors? Newman says no. So says no. Harden, you're good. Lynn, you're good. Lauren is good. All right, I think we are ready. Anything else for the good of the order?
201Superintendent Owens, we're good >> at board coffees. I can report on uh how disc golf goes with director Lynn tomorrow. >> Pictures or it didn't happen. >> That's good too. Appreciate you guys. This is uh it's always good to have an opportunity to get together and um the discussion on this policy. this policy uh lets us know that this other policy committees lets us know what we're going to be maybe ready for. some um not challenging. It wasn't I don't think it were challenging. We're clarifying and I really appreciate the thought process that's gone into this and director Harden great budget meeting today. Um appreciate your leadership there. You you are so clear with with us and our budget committee members. That's really appreciated, too. All right, guys. Let's see what time is it. It's
202911. So, we adjourn this meeting at 9:11